The modern world continues to grow smaller and smaller each and every day as new forms of technologies is discovered. This has increased the interaction among people from different communities and societal backgrounds. As a result of this, there has been an increase in the need to learn different languages among individuals for them to be able to interact with people from different parts of the world with ease. Among these languages is English. This essays will examine language acquisition principle that have been researched on by researchers and scholars by analyzing a professional journal article that pertains to language acquisition for ELL students, how teachers can apply information from this article to their personal situation, and how each factor affects the second language acquisition and how teachers can support the acquisition of a second language as seen through the lens of Walqui article.
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The number of English Language Learners continues to grow in the American society each and every day. This has been as a result of the number of immigrants who have continually flooded the United States population. However, language has been one of the challenging issues between these immigrants and the local people. This has necessitated for an introduction of English Language Learners’ classes to increase the proficiency or rather enhance the knowledge and skills of these people in English language. There are different challenges that have been identified that pertain to learning of English language among these learners. As has been outlined in the ‘Journal Coverage of Issue Related to English Language Learners Across Student-Service Professions’ by Craig A. Albers, Alicia J. Hoffman and Allison A. Lundahl all from the University of Wisconsin-Madison, there is an increasing need for school professionals to gain access to information concerning research-based assessment, prevention, and intervention practices that exhibit appropriate provision of services to ELL population (Albers, Hoffman & Lundahl, 2009, p.121).
This journal articles reveals that current, there is limited research-based studies that are being carried out on ELL population and its environment in general. As a result of this, the professional approach to dealing with ELL is limited by the fact that there is a inadequate information that is available in regard to the overall setup of English Language Learner especially in regard to their social and psychological background. Therefore, in its research findings and discussions, this article proposes that the understanding of ELL students’ background of paramount importance even as professionals in this field work on delivering their lessons. On the other hand, the approach that is used should focus not on the end results alone before an action is taken, but rather on the overall learning process in order to identify flaws at an early stage of learning, correct them and thus be in a position to redeem time that is taken by ELL students in learning (Albers, Hoffman & Lundahl, 2009, p.123). Of particular importance in this journal article is the identification of different challenges that ELL students face on a daily basis, such as disabilities among them and how these disabilities can be tackled, not only by professionals that provide direct services to ELL but also the research that need to be carried out in different areas of concern among the ELL.
Importance of this Journal to Teachers
The information that is provided in this journal plays a critical role in enhancing the ELL environment and thus increasing the learning ability of these students. First, an access to relevant information that concerns ELL students is of paramount importance to any ELL professional. This is as a result of the fact that information is core to every desire by one to provide different services to any person in the society. Therefore, for teachers or rather professionals in ELL field to be able to provide quality service to ELL students, an understanding of this group of people plays a critical role in providing an assurance that the approach that will be employed will meet the standards of learning and the expectations of both ELL population and that of their service providers. For example, Coady et al. (2008) cites that the cultural background of a child determines how that child interacts in a new society and in this particular case, a new learning environment that requires him/her to learn a new language (p.247). Therefore, knowledge or rather information that regards to ELL population is very important for professionals that provide service to ELL students.
Whereas there are expectations that one expects while working as an ELL professional from his/her students, there are factors that must be considered in order to avoid raising the hopes of these expectation only for them to fail or lowering the expectation below the required standards. This is particularly important when analyzing the results or performance of students as an ELL teacher. This is reiterated by Walqui (2010) who argues that the understanding of students, their weaknesses and strengths, their behavior in class, outside class and when away from school is necessary for every ELL teacher. This is because language plays an important part in the performance of these students. Lack of motivation skills by teachers in most cases impact negatively on the general participation of students and this limits their learning capability thus leading to poor performance. Teachers too need different strategies, tools and equipments to increase the learning ability and the knowledge and skills retaining level among their students. Among the strategies that are required by these teachers include the motivation of their students to increase their participation of their students in class. This requires that a lot of physical activities are integrated in every lesson to ensure that students are able to participate in the overall learning process.
As has been argued out by Walqui (2010), this requires that students are motivated to participate in class activities. Yet, this cannot be achieved if the teacher does not have the necessary motivation skills. According to Albers, Hoffman & Lundahl (2009), different students need different teaching approaches due to their various cultural, physical and social backgrounds. For example, while dealing with students who are visually impaired, teachers will require a totally different motivational strategy from those teachers that are teaching students with cognitive disabilities. Therefore, as has been proposed by Albers, Hoffman & Lundahl (2009), there is need for a thorough understanding of the teaching setup that one is serving. The use of tools and equipments by the ELL professionals would also vary as these professionals work on ensuring that the difficulty that is experienced by ELL students is reduced substantially. In some cases for example, there would be need to use visual aids to pass on knowledge and skills to these skills. Walqui (2010) focuses on experience that a teacher has as one of the prerequisites to identifying the right tools to be used and how these tools can be used among different groups and levels of students. Similarly, this experience would enhance the evaluation ability of teachers thus aiding them to avoid harsh judgmental perception toward ELL students. Lack of such experience would result in the use of tools and equipments that are not appropriate thus derailing the learning process of these students.
This articles acts as an eye opener to the teaching of ELL students. Whereas in some cases teachers have avoided ELL classes, or in some cases taught without focusing much on the learning capabilities of ELL students, this articles reveals that there is need for an increased research on ELL education. This will equip ELL professionals with substantial knowledge that will enable them to function effectively while teaching such students. As a result of this, it can be said that this journal article provide a clear and straight forward content information that is needed in an ELL environment to enhance the learning process of ELL students.