English 1301 is a crucial part of the learning curriculum that gives emphasis to the core educational competencies. It supports speaking, writing, critical thinking, listening, reading, and computer literacy. English 1301 is devoted to the entire knowledge process, from developing an initial idea to the final submission, which can be in the form of writing different papers or scholarly essays. The course introduces students to critical analysis, argumentation, and the use of sources. However, the majority of the students show commitment to learning English less than they explore other subjects. The learners tend to focus on studying English 1301 only in the classroom under the teacher’s instruction. In research by Soro, there is the prospect that once the learning session is over, they only commit extra effort to peruse through the learning material and wait for the next class. Therefore, the lack of adequate understanding of essay writing, pronunciation, and appreciation of new expressions pertaining the course will cause the students to struggle and they will in the end perform poorly.
Effect of English ESL Students
The United States is inhabited by people from diverse parts of the world who speak different languages. The country is home to Asians, Hispanics, Africans, Japanese, and multilingual individuals. The country’s institutions also admit students from across the world, which creates a high-stakes difficulty for all parties involved (Soro). The natives may be used to communicating in English, but the newcomers will probably speak their mother tongue at home. Students challenge the instructors with English as the Second Language (ESL) in an increasingly mixed population. They may only be able to equally satisfy some students’ demands, especially ESL students who may not be seriously committed to learning.
In addition, ESL students may perceive that the English they speak at home or elsewhere is adequate for school studies. The reality is that verbal communication only sometimes observes grammatical nuances that must be followed when writing an exam. Soro argues that the students are likely to suffer from the influence of the mother tongue, social stereotyping, lack of confidence, and transliteration, so they do not get comprehensively enlightened and pass their examinations. Some students may become too dependent on the teacher to the extent that they cannot figure out how to work out problems independently.
Strategies to Help Students Who Fail
Motivation can be critical in inspiring students to improve their language skills. The college can motivate students by implementing measures to ensure that language is integrated as a goal that must be met in particular instances, such as getting admission. Aspiring students will take on the challenge and make the required effort to learn the language resulting in quicker progression. In addition, learning institutions can implement measures to support full inclusion in the classroom requiring teaching in English. The students will be forced to commit to fluent English leading to better exposure and performance. Soro states that inclusion instructional methods are the fairest way to achieve language proficiency. The approach will help ESL students to improve language use even at home and other places outside school. The instructors can as well be required to provide specialized backing to ESL students to help boost their learning. The approach will further support the ESL students to be wary and observe a demanding atmosphere of a fluent classroom.
Work Cited
Soro, Tenena M. Building Literacy with English Language Learners – Insights from Linguistic. Guilford Publications, 2017.