03-27-2013 Reflective Essay-ESL 263 ESL 273! I am Ready As a student that learns English as a second language‚ I went to ESL 263‚ and I have improved my English skills so that I could be ready to take ESL 273. Consequently‚ I’m good at writing composition on topic and well-organized on my essays. Topic will be the purpose of essay. It’s easy to get off track with essay topic when people are not concentrating in main idea. In addition‚ writing well-organized expository paragraphs will help me
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class at J.B. Hunt elementary on Thursday September 13‚ 2015. The classroom had a great climate and was decorated nicely. She had bright posters hanging on the wall as well as many colorful boxes‚ curtains‚ and chairs around the room. The desks were set up in one giant “U” with Mrs. Collier sitting in the middle. It was a great set up for the kids because they could easily see her and she could easily see them. The dynamics in the classroom seemed great because she connected well with each student and
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The Teaching of English as a Second Language (ESL) in Japan I first came to Japan in mid July 1999. I was selected‚ in Ireland‚ to be an instructor on the Japan English Teaching (JET) Programme. The JET Programme is a Japanese government scheme to promote the teaching of English in schools all over the country. How? Invite 3‚000 foreigners every year to help teach the language‚ about 50 of whom come from Ireland. Japan is a country where the same political party (the LDP) was in power for
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Coneyt is in my ESL writing class this semester. He came from Turkey‚ he is the only child in his family. Everything is new for Cuneyt in New York city because he came to New York 2 weeks ago. He is very glad to be a Baruch college ESL student in New York. Cuneyt lives with his aunt ‘s family in Brooklyn‚ but he wants to leave when he finished ESL program in Baruch college. I ask him why‚ he responded that he wants to pass the TOEFL exam‚ and to be a master degree student
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Dear editor‚ Regarding the article that published on 16 May 2011 by your company‚ I am writing this letter proclaiming about the usefulness of the “Living and working in the community” course in English ESL syllabus as a means of expressing my perspectives on HSC courses. I think this course is very relevant to students according to my knowledge and experience‚ and unlike the information provided by your article; HSC courses have many beneficial aspects that students all yearn for. As a immigrant
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I observed a variety of different students and age groups but spent most of my time in Ms. Titus classroom. While observing the 6th grade students applying Piaget theory of development I would say that most were at the Concrete operational stage of cognitive development. In this stage of development intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. (Huitt‚ W.‚ & Hummel‚ J. 2003) The teacher asked more questions and let the student be
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Forum Discussion: Laws and Requirements for ESL Assessment What impact would you say No Child Left Behind has had on ESL learners and their education‚ either based on your actual experience/observations or your best guess after reading the text of the law? Although I am not a teacher yet‚ in my opinion‚ the impact that No Child Left Behind (NCLB) has had on ESL learners and their education should be positive. First‚ NCLB demands additional state and local accountability and greater attention
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I have really enjoyed my practicum hours‚ observing and learning from the counselors at West High School. Many of my observations surrounded graduation and A-G requirements. Several of the counselors were going through the transcripts of their sophomores and juniors to see if they were still on track to graduate. Then‚ they would call in those they needed to meet with and talk to them individually. The solution for several that I sat in with was to add a zero period class. The counselors took
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pp. 77-166). New York: Wiley. Carrell‚ P. L. (1996). Second language reading strategy training: What is the role of metacognition? Atlanta‚ GA: Department of Applied Linguistics and ESL‚ Georgia State University. Chamot‚ A Chamot‚ A. U.‚ & O ’Malley‚ J. M. (1986). A cognitive academic language learning approach: An ESL content-based curriculum. Wheaton‚ MD: National Clearinghouse for Bilingual Education. Chamot‚ A. U.‚ & O ’Malley‚ J. M. (1994). The CALLA handbook: Implementing the cognitive academic
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whether L1 (mother tongue) should be used in an EFL/ESL (English as a Foreign or Second Language) classroom. To do so‚ the term ESL must be defined as “the use or study of English by speakers with different native languages” according to Wikipedia. Another aspect that should be pointed out is where this debate comes from. The response will lead to the unresolved debate in terms of being beneficial or disadvantageous the use of L1 in ESL classrooms. Spahiu outlines the contrasting opinions‚ Some argue
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