Second Language Strategies For Esl Students

Spanish is the predominant spoken language among non-English speakers. There are currently more than 180 different languages groups represented among the students in America’ schools. Nearly and mostly all newcomers are likely to have difficulties adjusting to their new environment. The continuous growth of the ELL population requires teachers to have the capacity to serve diverse classrooms. As teachers, we face multiple challenges: teaching content-area curriculum, while at the same time supporting students’ English-language development. While helping student’ adjust to a new school and new culture. In scholastics success for ESL students, they list strategies to consider as teachers meet the educational and social needs of second-language

According to NEA’s training module, “teachers should be able to create classroom and school equality that facilities language learning”. Based on the article on teaching English-Language Learners, it has identified rigorous evidence that teaching practices are effective in teaching academic content to ELL students. It states that “integrated instruction is spoken and written English into content-area teachings, such as using science laboratory reports to teach writing in English, provide ongoing, structured chances to develop writing skills and provide students with interventions for students who are struggling” (Sparks). Since English Language learners are a large and growing population in our country and physical education is in a unique position to help empower students. According to the article focusing on keys to success for English language learners, it says that students to be mysterious and complicated exist in a simple mantra of “good teaching is good

The idea of my research came based on the understanding that adjustment to the USA school system can be quite difficult for many students and their families. The purpose of this research was to better understand the appropriate and critical cultural issues and cultural value orientations to better understand the student and his/her family. For my research question, I wanted to touch on the student’s socio-cultural environment which is essential to know his/her prior knowledge, skills, expectations, and experiences that might have an impact on his/her academic performance and human growth. In my research, I was able to conduct an interview with an 8th-grade Cuban native girl, who just recited here in America. This particular student came from Cuba with her parents a little less than a year ago. This individual’s parents do not speak English nor was able to come in for an interview. I was able to conduct research based objectives on a 25-year veteran teacher, who gave me valid information that directed a relevant research-based lesson. Culture seemed to be valued and relevant to this student’s educational experiences, thus by the consistent information from her heritage. Throughout this observation, I was able to collect data from my interview questions and observations in the classroom. My data collection was admitted through one-on-one with