This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback from the ELL are discussed, as it is vital to their educational success. Further, the grouping of students for enhanced learning is important, so different techniques for grouping will be discussed. Diverse techniques for building background and increasing vocabulary are presented due to their inextricable link to a successful ELL learning environment. Lastly, many innovative ways to engage the student in the learning process are highlighted.…
There are multiple methods of English language teaching. Ever since the invention of what some may argue to be the pioneering method in the field, the Grammar Translation Method (GTM), various other methods have been devised, in order to try and overcome the limitations of their predecessors. It is well known that each method has its strengths and limitations. The degree to which the strengths catalyse, and the limitations impeding the learning process of the student, depends mostly on the student him/herself, as different people have different aptitudes and personalities. Thus, I believe that there is no one best method of English language teaching, because the approach should be adaptive, if one were to best match the needs of the student.…
In the history of language teaching, many methods and approaches have been used and developed. Among them ‘Communicative Language Teaching’ is now thought as the most influential or must-use one. It is clearly defined in the handout: “It would be fair to say that if there is any one umbrella approach to language teaching that has become the accepted "norm" in this field, it would have to be the Communicative Language Teaching Approach.” Below is a lesson plan which is based on the CLT approach and we try to integrate four macro skills in it.…
The linguistic theory has changed the long, traditional way of studying language. The nature of knowledge, which is closely tied to human knowledge in general, makes it a logical step to generalise the theory to the study…
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 3, No. 1, pp. 74-83, January 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.3.1.74-84…
Bibliography: Bearing in mind these questions as well as the rest of the material studied in this subject, consider the following task that has been adapted from R.Oxford ( “Language Learning Strategies: What every teacher should know”. 1990:211 ).…
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Addison Wesley Longman.…
For this task, six aspects related to my language in the classroom will be analyzed according to the criteria related to the function of each. The aspects will be grammar, style, vocabulary, discourse analysis, and function which are equally important in communicating language in the classroom and each has a core impact on the way teaching is carried out. Video footage from the classroom lesson will be analyzed in full detail.…
The Book’s layout is clear and simple. The topics are presented in a meaningful context giving students important exposure to the target language. There is a mixture of illustrations and colourful photographs with pleasant topics and activities which involve the learners immediately.…
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. 2nd Edition. Oxford: Oxford University Press.…
Electronic Journal of Foreign Language Teaching 2010, Vol. 7, No. 1, pp. 66–85 © Centre for Language Studies National University of Singapore…
I would like to give special thanks to my supervisor, PhDr. Alena Kašpárková, for her…
In addition, due to the different teaching goals, there is a great disparity in teaching and learning process of the Grammar Translation Method and the Direct Method. In a typical Grammar Translation Method class, students are taught to translate from one language to another. They are also asked to memorize the native language equivalents for the target language vocabulary words. In contrast, the native language should not be used in the classroom. The students need to associate the meaning and the target language directly. To help the students to do this, the teacher demonstrates the meanings through pictures, realia, or pantomime. In other words, translation is never used in this type of class.…
For me, the most relevant experience is that a method should no longer be a prescription made from a linguist, rather it should be a pattern of activities made by a distinct language teacher in an account of his/her classroom scenario. Moreover, all the methods are best for their corresponding situations, as Prabhu (1990, p.161) states ‘.....different methods are best for different teaching contexts; that all methods are partially true or valid; and that the notion of good and bad methods is itself misguided’. The present assignment will not delve into different methodologies of language teaching but is intended to account for my personal teaching approaches and criteria in implementing methodology (based on my personal teaching and learning experience),…
1. Grammar-translation approach - In this method, classes are taught in the students' mother tongue, with little active use of the target language.…