Importance Of Teaching English Language

Australia is an extremely culturally diverse country, therefore many different languages are spoken in homes and communities across Australia. Consequently many primary school students are learning English as an additional language. EAL/D is an acronym used to refer to students whose first language is a language or dialect other than Standard Australian English; that is English is an additional language or dialect. In Australian schools it is essential students are able to speak and read English in order for them to understand and succeed in all content learning areas.

English IV is a class you have to pass to graduate. This class is very important and will teach you how to write essays in college, which is a good thing so you won’t be lost. I found out that essays was a big thing in english ,so just figured i have to do them to pass the class. English is something we have to use everyday.

Through listening and speaking students learn about themselves and about their world. Learning to express their thoughts, ideas and feelings, and being able to respond to the communications of others, enables students to participate in society successfully.

For this reason, it is necessary to look for good resources and materials to support the language teaching-learning process. It necessary to notice the role that each skill plays in the language acquisition. For instance, Listening is considered as the basis of developing the other skills, it is because, through listening, learners learn vocabulary, pronunciation, and grammar. Then, reading, permit learners to expand their vocabulary and learn grammatical structure. After that, writing, which allows students to produce the language. Finally, speaking recognizes as one of the main skill that allows students to produce the language and use the knowledge that acquired with the other skills.

In the United States, we are striving for equal education every day. In the 1954 Brown v. Board of Education court case, the Federal District court decided that segregating schools was harmful and detrimental to the lives of African Americans. The reason that schools could be segregated was the buildings, transportation, curricula, and teachers, of white and African American schools were similar. Linda Brown and her sister appealed their case to the United States Supreme Court in 1950. The U.S. Supreme Court decided that even though the schools were separate but equal, this separation was in violation of the Equal Protection Clause of the Fourteenth Amendment. Since this court decision in 1954, the government has been trying to make schools more equal. English Language Learners are a group of students that have had equality issues in school and are a work in progress (Landmark Cases.org, n.d.).

The students’ attitude towards speaking English will be discussed first. This problem will be considered in many respects. Firstly, the learners’ motivation to learn L2 and their feelings when speaking that language, the nature of using English inside the classroom, their opinions about abilities needed to be perceived as a competent L2 speaker as well as their preferences of speaking practice forms. Firstly, as reported by the students, their motivation to study English is mainly intrinsic. This means that the reason why they learn L2 is that they see many benefits, which they can obtain from studying L2. Clearly, for the students aged 16-19, personal satisfaction derived from learning L2 is more important than their parents’ encouragement to learn a foreign language.

Approximately 27 percent of people living in Texas, above the age of five, know how to speak Spanish. Luckily, I fall under that percentage raised in a Spanish speaking home and enrolled in elementary knowing nothing but that language. However, it wasn't difficult for me to adapt to the custom English-speaking school environment because I rapidly learned to speak my second language and eventually began to write it as well.

Therefore, the significance of English language learning and teaching cannot be denied. English language Teaching ELT comprise an immense sphere that includes the acquisition, inculcation of language learning and the formation of the comprehensive teaching strategies of English language for the non-native speakers. Likewise, for the competent outcomes of language learning and teaching; various approaches, theories and methods of teaching English as a second language have been formulated. These theories, approaches and methods further aids in designing the course materials, methodologies and teaching tools for teaching English to non-native speakers of English language.

Having in mind the topic of this article, Nihat (2008) explains the importance of acquiring communicative competences inside the classrooms as an important fact of English Language Teaching. He stated that more than grammatical rules and structures, students should know how to use their second language, in order to

It has been proven through research that young learners benefit from participating in both informal and formal talk throughout the school day. The aim of teaching a second language is to assist the young learner to speak fluently and communicate effectively in a second language.

From the first research question, we can conclude that, from what we gathered from the data, mastering English language is a key to teach in English school, (Clark and Paran, 2007). Language inefficiency or speaking English with accent can cause multi-faceted problems (Coughlan, 2013). The situation can be complicated if a teacher has other weakness(es). In fact, in such situation having other strong point like strong behaviour management could be decisive, especially if behaviour problems are common at school. When students (majority or thereabout) realise that you are using very simple English in your teaching or you have an accent, they even think you are not familiar with all behaviour policy. They try out different things testing your resolve, (Coughlan, 2013), unfortunately sometimes even the good ones join the bandwagon. We can see how demoralising it can be when some parents fail to appreciate cultural differences, hence different pronunciations and regard these teachers as not good enough, (Braine, 2013). Their stance results in direct micro-aggression. Students display micro-aggression behaviour, as from the transcripts, we can clearly see that most often they badly behave, particularly, to these teachers only. To conclude, the main struggles that teachers who have English as an additional language are many as we are going to conclude the second and third research questions, but if English as an additional language is not good enough or the accent and pronunciations are hard to understand, then students perceive you as a low status teacher (Andrew, 20007) quoting Rajagopalan (2005), which leads to problems coming from every side, unless the school has zero tolerance on “disrespectful behaviours” and it works very hard to educate students on the importance of tolerance and mutual respect.

In recent years, English has globally become an important requirement for improving one’s life in terms of perceiving high social status or expanding job opportunities (Altan, 2012). Moreover, the emerging trend towards economic globalization and multilingualism has stimulated the need for English education across the world (Pennycook, 1994). Therefore, there is an increasing number of people in different parts of the world who want to learn English for various needs and goals. Immigrants in the US, Canada, or Australia, for example, tend to learn English for communicative purposes as they want to be integrated into their current communities. International adult students may also decide to travel to English speaking countries to learn English for academic and professional purposes such as university entry or getting well-paid jobs offers. Considering students’ various goals for learning English along with the time, money, and effort they devote to study the language, it is clearly evident that students come to learn English with specific expectations regarding the way of language teaching and the learning outcome (Bordia, Wales & Pittam, 2006). For instance, students who aim to learn English for academic purposes or to improve their TOEFL or ILETS tests scores may expect to read and write more academic texts while students enrolled in business English program may expect to learn various terminologies related to the business world and to practice more business conversations.

A few years ago there was an Egyptian woman whose son was sick and she took him to the hospital in Qatar. The problem was when the doctor asked her in English about the problem with her son, she could not answer the doctor’s question because she does not speak any other languages than Arabic. Unfortunately there was not anyone who can speak Arabic in that private hospital so she started to use sign language to explain the problem, but that did not work. There are many people who face this problem everyday and everywhere not just in hospitals but also in banks, restaurants and shops. The best solution is that English should be the main language spoken in all the schools in the country because English plays a major role in many departments in Qatar like education, medicine, engineering and business so its importance should not be denied in our life.

It is the technology that allows people to travel further and faster than ever before. It is the Internet that links people regardless their nationalities and countries they live in. And technology is also the reason why lots of business people are active globally and why more and more entrepreneurs are on the move than ever before. In this world full of the state-of-the-art technology English serves as a uniting element in many situations, giving all entrepreneurs and small companies a better chance on the market and an ideal comparative advantage over those who

In India, parents choose English as the medium of instruction for their children because English is the language of computers, language of business, language of science and technology and the list is endless. By grasping the mind-set of the parents and societal needs, the schools in India try to be monolingual by aspiring to fulfil the wish and objective of the parents. But the Indian societies are multilingual and hence the children who hail from diverse background fail to adapt to changes. The children who have been trained to think in their mother-tongue feel depressed and agitated when they are compelled to learn in English. On the other hand the students who learn in their mother-tongue are compelled to join in English