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Extra Support for English Language Learners

Introduction

From looking and examining the results of the program’s participants it can be seen that there is obvious progress in the students’ performance. From a series of tests that assesses students on how well they listen, speak, comprehend and write in English it is seen that from a total of twelve participants eight students have shown a gain in overall English practice. These results indicate that though the progress is rather slow it is steady in case the program is practiced in maintained stability.

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There are apparent improvements in students’ communicational qualities, it was noticed that along with the students’ language progress there is a visual difference in their confidence and self-belief.

Main body

The modern psychological-educational science assumes that all kinds of art develop not only art abilities in children but also general universal abilities, which, if being advanced, can be realized in any sphere of human activity.

The theatre is one of the most evident forms of art reflection of life, based on the perception of the world through images. Nature the performing arts art is the closest to children’s role-playing games which develop as a basis according to the independently functioning children’s community, and by the fifth year takes a position of leading activity for children.

As a major component of children’s games and theatre is the role of the development and knowledge of the surrounding validity, as an artistic reflection.

In the game activity, the role is expressed through the in-game image, and at the theatre – through a scenic image. Thus, theatrical activity fulfills the natural educational curiosity at this age, and satisfies the basic need of the child – the need for the game and creates conditions for displaying his creative activity.

As a result by implementing the performing art program in the educational process, the ELLs have shown raised interest in participating, while the teacher was balancing the whole lesson within the frames of the educational goals he put for the students, and keeping the atmosphere as close as possible to a theatrical play or a game, as those terms at a younger age can be similarly apprehended.

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Learning in an environment other than class helped the students to feel more relaxed and therefore more willing the information is being understood and recalled easier, and as a result, their writing, reading, and speaking skills were improved.

The idea of supporting the students who face difficulties can reach boundaries beyond this research, but taking into consideration that these difficulties are in the first place resulted from circumstances that are not connected to personal qualities for ELL students, developing their overall skills is a vital issue.

Everyone will agree that training is impossible without unsuccessful attempts. The more difficult the problem is, the more attempts it is necessary to undertake this problem and the more efforts it takes. Each new attempt, independently, whether it leads to productive results or not, simultaneously becomes a way of establishing feedback with the students. This feedback allows us to correct the actions in the process towards the direction for results, to distinguish useful and inefficient actions. In this sense value of all attempts from the perspective of achieving results is identical. Therefore it is incorrect to name attempts that directly do not lead to results, failures or to put the students who struggle in the process of learning behind. The number of attempts that can be considered normal is unknown for every concrete individuality with a concrete goal. In such a manner a duality in the educational process occurs or in other words, two parallel actions of different levels: at one level – mastering the material given, on the other, higher-level – the creation of abilities to learn in general.

To expand the skills of the students is to systematically transform the successful actions of the students into features of their characters according to the perspective characteristics, with what they should become. It will help the students to consider the unsuccessful attempts in the context of the general individuality of the success, accepting the challenge of the unknown with curiosity.

The fact that students who enter the school with limited English proficiency are more likely to be in the risk group for academic failure is at the same confirms that if the opposite is reached there would be better result. Speaking of the participants of the group in this research there would be apparent benefits for achieving a higher level in learning the language. These benefits would contain various academic aspects that help them in the future which include:

  • The ability to speak, read, write, and comprehend academic English is needed for success in the classroom. By academic English, we mean academic and content-specific vocabulary, complex sentence structure, and the processes of academic discourse (e.g., interpretation and analysis of data or text).
  • The ability to demonstrate mastery of subject-area knowledge on academic measures.

There is no estimated period for the ELL student to become language proficient but the best current estimates that between five to seven years in order to succeed in the classroom.

Teaching English Language Learners can be a very difficult task without any understanding of the issue. However, with the proper knowledge of successful methods and approaches to the matter, it can be a very successful and rewarding experience. There are many different ideas of how to make the experience of teaching ELLs a positive one. The general idea to keep in mind is that every situation is individual and different and different people respond well to different things, so there is no right or wrong way to handle English Language Learners. There are, however, a few main ideas that have been popularly used throughout diverse classrooms and have had successful end results.

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Academic English proficiency is vital for students’ achievement, especially at the secondary level, but in current measures of English proficiency, it might seem that they are reclassifying students too early. These placement tests are often based on oral, rather than academic language proficiency, and do not guarantee that the students are going to succeed in the English-only classroom. That is why the emphasis on overall English skills should be always connected to what we identified as an academic language.

There are main schools standards that can help teachers stay on track of keeping an equal learning environment, which may be forgotten with the challenge of teaching ELLs. There must be a supportive, as well as challenging atmosphere in the school. There must be instructional strategies that help to understand of material being learned along with being able to practice those skills. And family involvement to build a strong environment between the home and the school, because teaching ELLs is not just a job for teachers to deal with. Although the help of the teachers and translators can be very helpful when teaching ELLs, a teacher cannot depend only on them, there are other elements that can affect their classroom as well. Therefore, it is important for the teacher to try not just one approach, but several approaches, because each classroom is different as well as each student. What works for most of the classroom may not work for one particular ELL individual, leaving them feeling alienated. Teachers can even get creative and try their own approach they think may work. The idea is to just keep trying until the right one is found and the whole class is happy and able to learn properly.

Conclusion

So, during carried out research it was possible to solve the problems put in the introduction to given course work: the present expansion of cultural borders, aspiration to knowledge, and success at school shows the practical value of studying the English language. Many children already from the first grades of the school wish to cope with the other students their age. The role of the imitational process actually is overestimated, as at first sight can seem. Children already might not approach the study of the English language too seriously at first but the idea of being identical to others in all aspects including academic success pushes the kids to learn, therefore the influence of imitation decreases.

Thus, the results of the research allow us to set the task of expanding methods and techniques of tracking the children’s development, and also expanding teacher’s practice in developing educational diagnostics.

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StudyCorgi. (2021, October 20). Extra Support for English Language Learners. Retrieved from https://studycorgi.com/extra-support-for-english-language-learners/

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StudyCorgi. (2021, October 20). Extra Support for English Language Learners. https://studycorgi.com/extra-support-for-english-language-learners/

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"Extra Support for English Language Learners." StudyCorgi, 20 Oct. 2021, studycorgi.com/extra-support-for-english-language-learners/.

1. StudyCorgi. "Extra Support for English Language Learners." October 20, 2021. https://studycorgi.com/extra-support-for-english-language-learners/.


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StudyCorgi. "Extra Support for English Language Learners." October 20, 2021. https://studycorgi.com/extra-support-for-english-language-learners/.

References

StudyCorgi. 2021. "Extra Support for English Language Learners." October 20, 2021. https://studycorgi.com/extra-support-for-english-language-learners/.

References

StudyCorgi. (2021) 'Extra Support for English Language Learners'. 20 October.

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