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Structured English Immersion For ELL Students

376 Words2 Pages
Structured English immersion is the best approach for ELL student, because the student learn the English language much faster. This well help the student do better in school and on the student’s test. They will have easier time understanding the questions and do their assignments, because they have been introduced to English fast and at a learn age. As the book stated as well using this approach the student will definitely have easier time academically. If this approach is not used, the student can learn in English and do well academically, but they never develop the academic English needed for achievement in secondary schools and beyond. Student’s native language should be maintained, because it is part of their identity and culture. The
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Students in Carolyn Foster Segal 's college English courses have given their teacher many excuses for their late work, regardless of Prof. Segal 's amply stressed rule that no excuse can permit a tardy submission. They have persisted in this for years, and Segal noticed that some excuses seem to trend. Over time, Carolyn Foster Segal made note of these trending reasons and tested their viabilities. Perhaps the most recurring excuse was regarding an unwell relative. This most often followed the sequence of (1) having become sick, (2) staying in the hospital, and then (3) dying.

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Education for the ELL students has grown and developed since the 1960s. Both federal and state law affect how we implement curriculum to students learning English. Federal law impacts ELL by ensuring students, whose first language differs from English, are identified and assessed for services. Testing services for students ensures students will be supported for their individual needs and academic success.

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313 Words | 2 Pages

As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.

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611 Words | 3 Pages

In research done by by Kelley and Kohnert (2012), 8-13 year-old Spanish-speaking ELL students were tested on their recognition and production of English vocabulary to provide evidence of a cognate advantage for Spanish-speakers. The study tested 30 typically developing children who spoke Spanish at home and English at school. The researchers used two vocabulary measures in the study. The first, PPVT III, measured students’ recognition of spoken vocabulary words (their receptive vocabulary) by asking students to choose one of four pictures that corresponded to a spoken vocabulary word. The second, EOWPVT, measured their production of a vocabulary word from a given picture (their expressive vocabulary).

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1538 Words | 7 Pages

Unlike beyond level, the ELL section also focuses on writing, spelling, and grammar. ESE students can be benefited with ideas and instruction from the approaching level section. This instruction looks like leveled readers, phonics, decoding, vocabulary, and comprehension. There is quite a bit of phonics and decoding going on at this level along with review of high frequency words under the vocabulary

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802 Words | 4 Pages

To make sure all students are successful in class, English speaking students’ should answer the first question of the topic first, this way it will give ELL students an opportunity to get a better understanding what the topic is about and then, to make if fair for everyone in the class, teachers can gradually invite ELL students to answer the first question. It would be helpful to students, if teachers are using keywords that students already know and are familiar with. English language learners will be able to listen to the correct pronunciation of different

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491 Words | 2 Pages

Having a standard solely focused on the purpose of communication for social purposes within the school will help multilingual learners not only feel a part of the classroom but feel like part of the school community and culture. Much of a student’s day is spent not only in the classroom, but outside of the class, at lunch, in the halls, in between classes, and before and after school. Not to mention extracurricular activities, sports, clubs, and school events. Multilingual learners must have the strategies and communication skills needed to interact with others outside of the classroom.

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1421 Words | 6 Pages

Parents should stay involved in their child's schooling. Language barriers are not the only barrier for ELL students but their parents as well. But, many ELLs come from families who earn significantly less pay than equally opportunity English speakers. Which puts an economic burden on the family. Families may desire to be a part of their child’s schooling, but many feel a certain level of disconnect from the school system.

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864 Words | 4 Pages

English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.

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797 Words | 4 Pages

1. The prehistoric diet primarily consists of plants with some meat sporadically mixed in, it is truly only the food that could be hunted and gathered from the surrounding environment. Even hunting at this point was still a point of learning how to obtain food. At this point in time food was merely a means for survival, there were no known strong cultural, social, or religious ties to particular foods. The prehistoric diet culminated in the formation of social groups as it required organization to hunt larger animals.

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9762 Words | 40 Pages

Questions of abandoning or maintaining one’s home language affects education policy in all immigrant receiving nations. Because of the consequences of colonisation, migration, nation-formation, traditions of exogamy, and modernisation, some degree of bilingualism is typical of most people in the world.” Today the most advanced nations realise that they can no longer be ignorant of the languages and cultures of other people on this planet. This is why bilingual-multicultural education was initiated. It was believed that this approach will build closer ties between the students’ community, their language background, and the educational plan of the school.

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903 Words | 4 Pages

TITLE: Each student should learn foreign language. GENERAL PURPOSE: To persuade SPECIFIC PURPOSE: To persuade people that each of student should learn foreign language MAIN IDEA: - learning foreign language enhance communication skills. - learning foreign language enhance job and career opportunities.

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1813 Words | 8 Pages

They also described the differences between one-way and two-way bilingual education; one-way education is when students who speak one language receive education in two different languages, and two-way education is when there are students who speak different languages, who learn the other language through their peers. The United States showed favorability towards two-way education. This was because they had such a diverse student population, and students showed better retention when taught this way. The piece also described the careful planning that teachers must go through in order to make sure that the students will understand concepts in both languages. In closing they describe that even the most gifted and talented native English students are challenged in immersion programs, this showing that immersion is the key to learning for all students, not just English learners (Collier & Thomas,

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1399 Words | 6 Pages

AN ANALYSIS OF GENERAL ENGLISH TEXTBOOK AT THE PREPARATORY YEAR PROGRAM IN AN EFL SITUATION Dr. Taj Mohammad (Assistant Professor,Dept. Of English,Najran University, KSA) tajmohd09@gmail.com ABSTRACT A textbook is usually a published book specially intended to assist students to improve their linguistic and communicative abilities (Sheldon, 1987). Its basic purpose is to achieve course goals, aims and objectives. If a textbook is not selected properly, it directly affects teaching learning environment of an institution.

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1736 Words | 7 Pages

Hence, the students need to occupy themselves with more than one language so that they can be employed by the company, then the company have the chance to overcome the communication problem and achieve their organization’s goal. By learning foreign language, students can improve their intellectual development and have chances to discover other

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