Essay - Esl Education Teaching Strategies for English as a Second Language...


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ESL education

Teaching strategies for English as a second l*****nguage

Picture yourself in an international airport. You have a few minutes to reach your connecting flight, *****d all the signage is in the native language. There are no clues as to which corridor will lead to your airl*****e, and the people, while appearing friendly, and speak ***** more words of your language than you know of *****irs. You know that ***** around ***** the words are printed ***** will point you in the direction of your flight, but you might as well be bl*****d as expect to be able to decipher the words. How would you feel? Frustration, may***** anger at ***** impossible nature of the situation would likely fill your mind. The unpredictable energy of these emotions ***** make it even more difficult to make positive progress toward learning to decipher the coded signs and monitors

This setting is an adult version ***** what a child encounters who comes to *****n ***** ********** school who does not know how to speak, or read the English *****. His home is a place in which the language of his parents is spoken fluently, ***** in school, the teachers, book, bullet***** boards and assignments are all printed in a coded ***** that he nei*****r can ***** nor understand.

The good news ***** that while ***** elementary school, the prospects of a student ***** a new l*****nguage are the most favorable. The ********** that language acquisition is a gradual process is not univers*****y accepted in ***** teach*****g community. Field studies have pointed to the child's ability ***** acquire a ***** during specific times in ***** development th*****t the common belief regarding language acqu*****ition is that children are preprogrammed to acquire language at a definite point in their development. The view that the child possesses a c*****pacity for language ***** the adult has lost is widely sh*****d (e.g., Andersson, 1969; Jakobovits, 1972; Wilkins, 1972) and has been formalized in what is known as the "critical period" hypothesis

***** critical period for language learning is usually defined as lasting from about age 2 to puberty. Before the child reaches age 2, language acquisition is impossible because of maturational factors, and after puberty the natural ***** of language is thought to be blocked by a loss of "cerebral plasticity" resulting from the completion of the development of cerebral dominance through lateralization of the language function. (McLaughlin, 1984) The application ***** this predisposition toward language development ***** young childhood is that in the classroom, in early ***** school ESL students are at ***** most operative learning ability. The ***** teacher's job, as difficult as it is, will never ***** easier than in the formative elementary school years.

According to ESL teacher Kristen Miles (*****004), assistance from the child's home can not be expected. "The parents are completely supportive of ***** school, and want the child ***** learn English. It's just ***** the ***** believe that it is the schools job to teach the English ***** as part

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