English studies

This document will focus on the perceptions of teachers who teach English Language Learners (ELL). The discussion will center on three theories that interrelate through the examination of various articles on the research on teachers’ instructional practices, perceptions of students and classroom experiences that contribute to motivating English Language Learners to pursue a college education. At the same time, the articles will be analyzed to identify correlated theories that can be use as guidelines

Barrot (2016) examined a number of qualitative case studies on English Language Learning and one of the primary lessons that was learned from his particular qualitative study conducted on how ESOL teacher beliefs and attitudes frame pedagogical approaches in multicultural classrooms is the influence of education on the teacher’s own personal experiences as learners. Additionally, beliefs and attitudes of language teachers are predicated upon practical knowledge gained from lived experiences, and

This is a case study about a sixteen year old male named Jack. Jack is a junior in high school and demonstrates difficulty in the areas of language, reading comprehension, math problem solving, and written language. Jack lives at home with his parents and younger siblings. Jack is a well-liked student and participates in extracurricular activities. Jack is diagnosed with attention deficit hyperactivity, speech language impairment, and dyslexia. From observations in class and his diagnoses, I

scenario it states that when Serge was given the assessments it was done in English and Serbian. Serbian is Serge native language and is not fluent in English. When the test was given the question were given in English, but when he informed the person conducting the assessment, he did not understand the question, then he will hear the question in Serbian. Giving Serge was administered the majority of the assessment in English demonstrates that the assessment did not measure if he has a learning disability

Introduction American classrooms are more diverse now than ever. Studies show that around 20% of children speak a language other than English in their households and that nearly 1 in every 4 children in the United States are the son or daughter of an immigrant (King 2013). Currently, there are over 460 languages spoken by English Language Learners in the United States (Sandberg 2010). With this increase in immigrant and English language learner students, how are American schools adapting to the

pupils with English as an Additional Language (EAL) in year two. The study will be carried out in an urban mainstream infant school with most pupils from British/Asian or Asian background although there is an increasing proportion of pupils from European backgrounds. Most of pupils have (English as an additional language (EAL). Pupils with EAL are those whose home language is not English (Ehri et al., 2007). Most pupils with EAL reach school age without consistent or no exposure to English language

language can not get away from the culture, either. It is impossible to study a foreign language text without considering the culture it embodied. Idiom is the essence and crystallization of a language and culture. It is the summary of life experiences of the people in a particular district. Usually, it is short but it can reflect the special features of a certain culture. Therefore, the accurate understanding of the English idiom does not only involve the phonetic conversion but also involve the

combination of these features, make up a regional dialect by a people can be recognized. Consider an analysis of 2 example of text that highlight the Hull regional dialect as a variety of English with Standard English in its written form. Individuals are may choose to adopt a particular non-standard variety of English and indeed its accent through convergence, divergence or maintenance for a number of reasons. Firstly, standard varieties are usually considered the superior variety. An individual with

above, the demographic is based on students that came from Hispanic backgrounds and who are considered as Hispanic English Language Learners in the school system. Participants who do not have a Hispanic background and are not considered Hispanic English Language Learners will be excluded from the study. However, there might be a chance that a participant will not considered a Hispanic English Language Learner and will struggle in the classroom. During the debriefing, the participants and their parents

Basic English Communication Needs A Case Study of Students Studying in Australia   Abstract: Concentrate abroad has turned into an alluring alternative for advanced education in a substantial number of nations on the planet. With the headway of 21st century and improvement of cutting edge specialized strategies it has ended up less demanding for a person to investigate opportunities past geological limits of his nation .Education has additionally been globalized and more understudies go