A native of Colombia, Claudia has lived in the U. She now provides academic support in content areas to ELL students at her high school through the federal Home Language Assistance Program. Felix A. A naturalized U. Herrera holds a master's degree in conflict analysis and resolution from George Mason University, and has served in Iraq and Afghanistan with the U. Army Reserves. The pull of the classroom, however, has kept him coming back to teach.
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Herrera offers some of his insights about the problems that ELL students face, as well as the steps that ELL teachers can take to support them. She is also the mother of five children, whom she raised in Mexico and whose first language was not English.
Leos describes how the issue of educating English language learners started as something personal in her local PTA and then eventually became the central issue in her long and distinguished career in the ELL field. Maria E. Drawing on more than thirty-three years of educational experience, she shares her insights about the role language and culture play in diverse classrooms across the country in this interview. Also: Some advice on how to get the school year off to a good start!
Affectionately called "Doctora Palacios" by her class of four year olds, this outstanding teacher continues to achieve success as she follows her passion for teaching. In charge of program services for 37 branch libraries that serve more approximately two million patrons, Gonzalez has more than 20 years' experience working in libraries. His department offers graduate programs in educational leadership, helping train educators to become school principals, deans, superintendents and other administrators.
With 15 years of experience as an educator, a master's degree and a Biliterate Certificate of Competence and Cross-Cultural Certificate among others , Worrall helps her staff focus on language development to deal with the growing needs of her school's ELL population. The nonprofit is one of six sites around the country that matches up volunteer tutors with local students. The overall mission of the project is based on the idea that one-on-one attention facilitates great learning and that writing is critical to success.
Christine Rowland has been an urban New York City educator for 15 years. She's come a long way from the small, all-girls school she attended in England and knows that coming from another culture has given her just a tiny taste of what immigrants face in a new country. Kristina Robertson found her professional calling while serving in the Peace Corps in Sri Lanka in the early s. Her stint as an English instructor there inspired her to return to school.
After school, she returned to her roots in Minnesota, where she is now an ELL program specialist for the Minneapolis school district. LaFond majored in French and has a master's degree in Spanish.
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She started teaching Spanish and French nearly twenty years ago, then started teaching ESL as well in Two years ago, she began teaching ESL only. She is also a professional development specialist and teaches other educators strategies for teaching ELLs. Paul High School in Minnesota. A native of Mexico, Mr.
In an area with a tiny community of Spanish-speaking families, Mr. While she doesn't claim inspiration from the Robin Hood legend, she does spend a great deal of time helping others. In other words, motivation can be contagious. It can also be influenced by the task that learners are undertaking and how interesting and engaging it is. Deborah Tannen, professor of linguistics at Georgetown University and author of several bestselling books, says that "each person's life is lived as a series of conversations".
When asked how this applies to learning language, Tannen notes that "wanting to have certain kind of conversations, with people one knows or wants to know, can be a huge motivator in learning a new language". She follows this up with a personal example. Although her first husband, who was Greek, spoke English fluently, Tannen had to learn Greek in order to communicate with his mother, a woman she came to love deeply.
Like sports coaches, he explains, "instructors should take the perspective of trainers and cheerleaders, helping learners to imagine themselves in their ideal L2 personae and thus leverage their motivation to better their learning outcomes". What about learners who are strongly motivated to learn a language but still don't succeed? Some of us just don't have strong aptitude for language learning. We might be good at other things, such as science, art, music or sports.
Researchers traditionally look at the relationships among different kinds of aptitude and language learning outcomes. More recent approaches have started to study exceptionally successful second language learners — the rare few who end up sounding just like native speakers — to understand their particular cognitive skills. It seems that at least three things are important for language learning success. These are your working memory, which can be thought of as how you hold a phone number in your head before you write it down, your associative memory, or how well you connect new and known information, and how strong your mechanisms are for implicit learning, which can be seen as the ability to figure out patterns in information.
Achieving Success in Second Language Acquisition
Because of a strong intention of achieving success on learning something they yearn for mastering, language learners are willing to absorb new knowledge from their teacher spontaneously but how to interact with teacher? The easiest manner is to take the risk. Although it may be impulsive and too awkward to make a mistake, a good learner should require this characteristic to succeed in Second Language Acquisition.
In this case, it is essential to accept the fiasco and internalize it as the learning experience. Afterward, language learners can master that language gradually. Then make the point that regardless of your current performance level, you will never improve at that activity unless you are willing to push yourself to the point of making a mistake. For instance, you can demonstrate this by bringing a basketball into your classroom and doing a ball-handling drill in front of your students.
Well, you want to get better, so you start to move it more quickly and in few new ways. In other words, you will be better tomorrow because you were willing to take a risk in the classroom today. Second, be willing to try something at which you are terrible, and insist that your students celebrate your willingness to try.
Achieving Success in Second Language Acquisition - Betty Lou Leaver - Google книги
Develop a management system that rewards students who support their classmates and provides consequences for those who bully, taunt or tease. The rewards can be as simple as extra points on assignments if the whole class applauds after each presentation. The consequence could be a seat outside the door researching the presentation topics instead of listening to what classmates have learned.
You need to let your students know that you understand that trying new skills and learning new material can be intimidating, especially when so many of those efforts are taking place in a classroom that is full of their peers.
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Somehow, you need to let them know that you appreciate and support all of their efforts, and that you will insist that their classmates demonstrate that encouraging attitude as well. Finally, make it clear that effort will lead to improvement. Your applause for the participation is sincere, but so is your belief that they can do better — that they can achieve mastery of the material.
You will be there to encourage, guide and help them recover from missteps. You will also be there to help them celebrate the accomplishments born of their courage and work.
Motivation is often defined as a psychological trait which leads people to achieve a goal. For language learners, mastery of a language may be a goal. Brown says that motivation is an inner drive,impulse,emotion or desire that moves one to a particular action. Motivation is typically examined in terms of the intrinsic and extrinsic orientation of the learner.