Personal Statement On Teaching Esl

Personal Statement On Teaching Esl
This interview is very unique experience for me since I was looking for someone has no idea what
I'm asking about and I have never met that person before. I intend to do so because I want to know
to what extent people know about my topic which is teaching ESL in general and using technology
in ESL teaching particularly. I met someone and could not decide if I was fortunate meeting that
person or not because he has been a foreign language learner many times and has enough knowledge
about my topic. The goal of my interview was having a feedback about what people, from different
backgrounds, know about ESL teaching and this is the reason behind why I wanted someone who is
unknowledgeable in this topic. However, I got many valuable information from that person through
my questions.
1– What do you know about teaching ESL in the U.S?
I know that schools are trying to offer appropriate programs to teach ESL students. They are trying
to integrate Spanish classes. I don't have anything negative to say about it. I'm always for teaching
more than one language. In this time, people have to learn more than one language and schools can
start integrating that. Some countries requires speaking another language and that takes them to
know many cultures. I think that US schools are teaching students about diversity and I think that
learning other's language will achieve one of the most needed goals about other cultures.
(I noticed that he switched from teaching ESL to the importance of
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ESL Lesson Summary
Introduction
To enable all students to learn and engage with the learning areas in the classroom, teachers employ
a variety of teaching methodologies across all learning areas. Choosing an appropriate teaching
methodology will make the process of teaching English as a second language easier and more
rewarding for the teachers and students, and increase the likelihood of success. In this research, I
will analyses a video clip of an ESL/EFL teacher and class in action for reflection on and evaluating
the mythology to promote language learning.
The video clip chosen for analysis is from lessons included in Harmer (2007) published by
YouTube. It covers adult class (pre–intermediate) during the lesson titled Kit teaches students to ask
for and give directions. The class are learning English as a second language (ESL) and there are
around 15 students from variety countries.
Lesson Summary
The clip can be viewed as a sequence of "episodes" where each episode is "a bonded unit which
roughly correlates with a single teaching activity" (Gibbons, 2006:95). The class follows the 'task–
based teaching ' structure found to be common in English as a second language and moves from
listening tasks to a speaking task.
In the first episode (0:03), the teacher writes the topic and what activities they will focus on in his
teaching on the whiteboard. In the second episode (0:53), the teacher requires the students to write
two questions which they will answer before the first listening

Esl Class Observation
Introduction
In this report, I will describe a teacher and her students in an observation I did in a 8th grade of
Liceo de San Miguel in Desamparados which is known as a problematic high school due to
constantly problems of drugs and alcohol in some of its students. The purpose of this report is to
reflect on the teacher's class organization strategies and class environment in relation with what I
have learned in the class of Didactics 1 from the professor Jonnathan Elizondo in the U.I.A.
Throughout this paper, a variety of organization techniques will be describe. In order to understand
better the method that the teacher used during this observation; is it very important recall that
Grammar Translation Method is one of the most ... Show more content on Helpwriting.net ...
After all these, in the English teacher's classroom she asked her students if they had any doubts from
previous chapter in order to be clear and ready for the test that her students were supposed to have
the following week and nobody say a word. After that, the teacher goes over some vocabulary words
that were in a reading passage of the workbook that they were using. All students exchanged
language by comparing their answers with each other and checking their work by giving the correct
translation in Spanish. Teacher tells students to write down the correct answers for the questions
presented in their workbooks. Teacher told her students to look at some sings and draws provided in
the workbook that talks about recycling. Then students work individually in those drawings and
sings from the workbook in order to find out the meaning of each recycling sings. In the mean time,
the teacher walks around the class to assist the other students for around 10 minutes basically
translating any doubts or questions in the students' native language. Teacher showed students a
reading passage from the workbook about pollution and the effects in our planet and some students
were sending text–messages to each other instead of doing their work. The teacher caught them and
told them to turn them off and put away their cell phones. After that, the students continue working
on the previous assignment mentioned above. A group of students did not seem to understand the

Ell Students In The Esl Classroom
I explain the issue the as ESL teacher go through with ELL students are family structure and attitude
toward schooling is a problem for their learning. Most teacher don't know what every students go
through with their family. Students family backgrounds can be two parent home, single parent
home, guardian, and others family structure can have an affect on a child. Students who going
through a problem of learning which is our responsibility to figure how to help the child become
efficient in the classroom. Students could be going through problem like illness in family and
divorce in which a teacher have to understand the situation and be able to help the child to overcome
the problem at home. Teacher need to do better job by understanding the

Esl Classroom Observation
My first observation took place in a third grade classroom of twenty–two students. All students were
of Mexican descent and labeled as intermediate/advanced English language learners. The classroom
environment itself was very warm and welcoming. There was a bulletin board that displayed
pictures of students and their families along with autobiographies. There was another bulletin board
dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her
mid twenties with three years of teaching experience. The second classroom I observed was a first
grade class of twenty–five students. Students in this class were all of Mexican descent and labeled
as early intermediate English language learners. The ... Show more content on Helpwriting.net ...
The teacher allowed students to work cooperatively in groups to discuss problem solving strategies.
Students appeared to be very much engaged in learning through interaction with peers. The first
grade teacher was very active in using the think–pair–share strategy to promote thinking and oral
communication. During her writing lesson of editing a sample story, she asked students to think
about what corrections they thought needed to be made, then asked them to share their thoughts with
a partner. I thought this strategy was very much appropriate and effective for promoting students'
language acquisition, especially for her class of early intermediate language learners. The teacher of
the fourth grade class was very energetic as well. He was funny and seemed to have a great
relationship with his students. He did a great job of balancing independent work with active
learning. When I was observed his classroom, students were working on creative writing. The class
was hard at work and very quiet. About ten minutes into their writing, he asked students to stand up
with their writing paper in hand and start walking around the classroom. After a few seconds of
walking he asked students to stop and partner up with someone who was near near them. They were
then told to take turns reading their story to each other and give each other positive feedback,
thoughts, and ideas. Students were talkative and

Esl Case Study
Case study I propose to you a case study on a pre–kindergarten English language learning student
through qualitative research. My goal was to find out if he faces any problems with regards to his
behavior, academic progress and attitudes towards his teachers, classmates and parents. His name is
David and just recently came to the United States from Russia about two years ago. He has a
complicated time understanding what goes on in his environment because of the language barrier.
The one positive aspect for David is that my assistant in the class is Russian as well. Even though he
has a hardship speaking the English language and understanding his peers, my assistant helps
translate words from Russian to English for him and vice versa. ... Show more content on
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They'll have an idea of what he's trying to say and finish the sentence for him. When an ELL is at
such a young age they pick up language easier and their peers tend to help with the process more. At
an older age students will lean towards being mean to an ELL and make fun of them rather than
actually helping them learn the language. I set up an interview with his parents to discuss his
progress and find out some information about David. A translator will be needed due to his parents
not speaking English. I've asked the parents how David's behavior is at home and how his attitude is
towards his school work. I also asked his parents how he reacts when asked about his classmates and
school in general. Is he excited to go to school? Does he like learning? Does he have any friends he
talks to? After this, I discussed how David is in class including his behavior. He tries to participate
sometimes in school and just sits quietly at times. I have noticed him trying to work harder and
understand certain material. He will try to reply when spoken to in his best ability. When he is in a
group whether it's playing or working on a project he will attempt to converse with the others.
During circle time he doesn't pay too much attention because of him not understanding what is
being said completely. When I read a story to the class it is most difficult for him because he doesn't
have enough English proficiency to

Esl Vs. Ell Student
It has been estimated that by the year 2025, approximately one out of every public school student
will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second
Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a
student whose predominant language or languages at home, is other than English, and would require
additional English language support to develop reading, writing, listening and speaking skills. The
difference between an ESL student and ELL student is minor; An ESL student participates in
programs that are customarily specialized while an ELL student partakes in a traditional educational
classroom. English Language Learners have surpassed other subgroups in becoming the fastest
growing of the public school population. Despite the common misjudgement of some people
towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of
the ESL/ELL students in secondary schools are native–born. The highest percentages of ELL/ESL
students in public schools are found in the west of the United States. Taking the average of both
bigger and smaller cities, ELL students make an average of 14% of the total public school
enrollment and in suburban areas, ELL students make up an average of 8.5% of public school
enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than
half of those students struggle with their academic performance. An ESL/ELL

Literature in the ESL Curriculum
The place of literature in education Why read literature? To many of us, such a question seems as
strange as asking "why breathe?" as literature has been part of our life, family, school, and
community for as long as we can remember. Of course, there are those who argue that what today's
students need is preparation for the "real world," but in the push for practical preparedness we
sometimes overlook the importance of educating students' imaginations. Literature offers windows
to worlds outside students' experience as well as mirrors onto the world they already know.
Literature also prepares students for the personal challenges and moral dilemmas they are likely to
face. We interpret the world constantly in all our experiences every ... Show more content on
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What can easily be tested by questions with wrong and right answers is not, typically, what is of
most interest and value in the literary text. From 1939 to 1945, literature becomes "a political
safeguard against indoctrination and propaganda" and as a way to know what "others" were
thinking. Literature is increasingly seen from 1945 to 1957 as only appropriate to advanced level
study, to which the student gains access after having mastered the linguistic structures carefully
graded through audiolingual methods, a pleasurable reward for the successful, and an "entertaining
supplement to audiolingual drills". In the next period, roughly 1957 to 1979, culture becomes a
more important area of study and literature is seen as reflecting a particular culture. From 1979 until
the end of twentieth century literature comes to be valued in the context of the rise of
communicative language teaching, as "authentic text". Now literature gives the opportunity for
vocabulary acquisition, the development of reading strategies, and the training of critical thinking.
The learner is the most important in the communicative paradigm, the author, his or her intentions
tend to be forgotten and the language of the text is more an inconvenient obstacle on the way to
examination of "culture" and society, rather than central to those notions, and of interest in itself. A
similar story emerges

Mai ESL Student Analysis
Mai, ESL student, in her first–semester in grad school was unsuccessful in her first college exam.
She was unsuccessful in her exam because she taught taking good notes, reading all her assigned
reading and studying hard would get her a good grade. In her first exam she felt sure of herself that
she passed because she did everything she could to study for her class. When she received her first
exam back she discovered that she received a C+. Mai started to frantically look over her test and
found a note from her professor. Her professor wrote " you know the facts, but I asked you to
evaluate the program. Next time let me see some critical thinking along with the statistics." Mai
realized that she did not really explain her thinking because ... Show more content on
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In the spring semester of 2017 I was taking an INTR 105 course called civil rights history and
movies. I was overconfident because I thought the class was all about movies but I was wrong. The
writing expectations in the class was to be able to compare and contrast the movies and readings.
Since I had not written a paper in four months I was lost because I was never expected to write in
MLA and write footnotes. That wasn't even my main concern because I knew that I struggled with
grammar, tense, and sentence fluency. Mai and I have similar and different experiences because she
struggled with analyze and I struggle with writing conventions. When my teacher called me up she
told me to meet her in her office hours. I talked to her she immediately knew I was an ESL student
and she told me I was failing behind from my classmate. She complimented on my ideas and
analyses on my paper but she pointed out all the mistakes I had with grammar, tenses, and sentence
fluency. She recommended me to take English 101 and her class later on because she taught English
101 can help me structure and improve my mechanics and convection in writing. I took her advice
and I have been learning vocabulary, writing convection, and learning how to write different style of
writing. It is a constant battle trying to learn because sometimes I cannot notice simple errors in my
writing. Since my English teacher points out my mistake, I'm becoming aware of those simple

Measurement Of Esl Saudi Learners
6
Samia Alamri
LING 236
Tuesday, November 3rd 2015
Research Paper Proposal
VOT Measurement of ESL Saudi Learners? English Stops /p/ and /b/
1. Background:
A. Introduction: Languages make meaningful words by combining sound segments depending on
rules. Children try to acquire these sounds through listening. By the time goes on, they have a
linguistics competence that helps them produce meaningful sounds. Students who learn a second
language or a foreign language face issues due to the different phonetic system of their first
language and the second language. If they have a sound in the target language is not exist in their
mother tongue, they produce it like the closest sound they have in their first language (Ahmad
2011). ... Show more content on Helpwriting.net ...
Bilabial Labiodental Dental Alveolar Palatal Velar Pharyngeal Uvular
Glottal
Plosive b
t d t? d? k ? q ?
Nasal m
n ?
Fricatives f ? ?
??
s z s? ? ? ? ? X ? h
Approximants
?

Lateral
l
Table 1. The Phonetic Inventory of Saudi Arabic Many research papers have talked about measuring
stop consonants voicing. There are many researchers put their attention on figuring out the
difficulties of pronouncing voicing and voiceless consonants by L2 learners such as (Binturki, 2008;
Flege and Port, 1981; Al–Saidat, 2010). The difference between voicing and voiceless consonants is
the voicing that occurs during the stop closure interval. The consonant is voiced when there is
voicing, while if there is no voicing, the consonant is voiceless. However, Lisker and Abramason
(1964) do not see that consonant stops (p, b, t, d, k, g) could be distinguished depending on a
distinction feature like the vocal cords voicing. For that reason, they proposed a distinction feature
between voiced and voiceless consonants which is Voice Onset Time (VOT). They defined VOT as
?the time interval between the burst that marks release of the stop closure and the onset of quasi–
periodicity that reflects laryngeal vibration? (1964, 422). Since English voiceless bilabial stop /p/ is
not found in Saudi Arabic, Saudi speakers of

Esl Language Analysis
Tailoring Instruction to the Needs of an ELL: Meet Elsa
1. Elsa seems to fit the profile of many first–generation Hispanic students. Although she was born in
the U.S., her first language is Spanish and she arrived at school with limited English proficiency.
Since she qualifies for free lunch and her parents are recent immigrants, they are more than likely a
working–class family with limited resources for learning materials or experiences outside school,
aside from the after–school program. Also, Elsa's punctuality and readiness to learn may be an
indicator that her parents probably place a high value on education. It is not mentioned if Elsa is shy
in settings outside school, therefore, it is not clear if her shyness is a result of insecurity when
speaking English or if it is a part of her personality. However, the fact that there are many others
Hispanic children in the school is a positive element that can help her boost her confidence and
ethnic identity. ... Show more content on Helpwriting.net ...
Using the stages of language acquisition, Elsa is probably in Stage III or Speech Emergence since
she uses short phrases and simple sentences, can ask and answer simple questions, and makes basic
grammatical errors (Smiley and Salsberry, 2007). Still, this does not mean that she can follow a text
with the same comprehension as her native speaking peers. Elsa has the overwhelming task to learn
English as her second language and at the same time learn the academic content that school is
designed to teach. Based on her response to the Magic Tree House book, she has limited fluency and
struggles to understand figurative language. Yet, she can read and understand a good portion of the
book which means that with some well–structured scaffolding she could increase her

My Perception Of Esl Students And The Esl Class
Over the summer, completing all the modules, my perception of the ESL students and the ESL class
itself would be a small class of around eighteen to twenty students all of which were freshmen. In
our training we always had to keep in mind of the worst case scenarios when we are assigned class
of students who may be the students who don't come to class on time and get their work done and
how we would have to decide what to do to help the students get back on track in case it actually
happens. The first week and a half especially the first class gave me quite a surprise. I found out
there were graduate students in the classroom meaning I would be working with students older than
I am which I never thought about before. I was very surprised by the age range in our classroom. We
had students age ranging from seventeen to thirty–seven. However, the class size gradually got
smaller making it easier to keep track of their work progress. Knowing I will be working with all
international students for the first time, I believe that it was very crucial to ensure the students felt
welcome here.
First impressions were very important especially when it was their first few months living in
America in general. We were among the first few Americans they meet. A few difficulties arose at
the beginning of the semester of which I had expected would happen with some of the students. It
was very difficult facilitating discussions when students don't do their reading assignments. There
will always

Esl and Internet Review
Based on my research proposal topic which is on the influence of internet to students' ESL learning,
I have picked three journal articles that are related to my topic and make a critical review of the
articles. The review is aimed to critically evaluate and comment on the three articles to help me in
pursuing to finishing my research proposal. The first journal article entitled Does Home Internet Use
Influence the Academic Performance of Low Income Children? by Linda A. Jackson, Alexander von
Eye, Frank A. Biocca, Gretchen Barbatsis, Yong Zhao and Hiram E. Fitzgerald from Michigan State
University. The purpose of the article is to investigate the influence of home internet use to the
academic performance of low income children by the ... Show more content on Helpwriting.net ...
As my topic is regarding internet, this article studies about the usage of web blogs as a tool in
education and web blogs is a specific type of tool from internet. This research aims to see how blogs
prepare students before class and do pre–class readings, how the students reflect their experience
and how blogs influence their collaboration with peers. The review of related literature for the study
explains the usage of blogs in education helps in improving writing skills, encourage discussions
online, increase students to become more analytical and critical and increase collaboration and
interaction with wider community of students and teachers online. Besides that, the use of blogs in
language learning has shown results that students show positive attitudes towards the method of
teaching and it is evident that they can their vocabularies. Collaboration also increases through
posting comments on blogs. This is why I think this article is worth to be reviewed because pre–
class readings, reflections and collaboration are important in ESL learning for students and the use
of blogs may just adds as another alternative method for teachers in Malaysia to implement in
Malaysian classrooms. For this study,

The Pros And Cons Of ESL Students
Introduction
This paper will discuss the ESL students and the programming that must be implemented in order to
have an effective contributing outcome. ESL students are defined as people whose first born
language is not English. However, not all ESL students are immigrants, according to Alberta
Education (2007) there are two main groups of ESL learners; Canadian – born and the second is
termed as Foreign –born.
ESL students originate from many differential cultural backgrounds. Therefore, an ESL program
must be accommodating for every student. Which is dependent on their prior knowledge (Alberta
Education, 2017). The programs offered to ESL students are universal: must learn to speak the
dominate language of the nation they moved to and the ESL programs commit to fostering and
supporting the student's achievement in speaking fluent English. In addition, the need for modifying
the program is starting to amplify as the ESL students are starting to become more diverse in
ethnicities. (Sentence is good?)
Moreover, two primary aspects of ESL students and the ESL program can be exigent (pressing or
demanding) for both the student and EA's. All ESL students are confronted by challenges. It is our
job to ensure these encounters are met with comfort and fluent adaptions. ESL Students in Alberta
Alberta ESL students who are eligible for ESL programming are provided funding by the
government for a maximum of five years (Alberta Government, 2016). ESL students

Esl Observation
Our school is 65% of ESL students. Most are from Hispanics families. The district ESL program is
well organized in theory and resources. The instruction for the ESL students changes according to
the school in the district. For example: In one school they may pull out student to instruct them in a
different setting from their regular class. This particular method is use only in the elementary level.
In other schools the ESL teachers push in the regular classes. The ESL assists the regular teacher
with ESL students, and some schools do both.
My school does both. In the morning the beginners ESL get pulled out to get their literacy and
writing in a different setting with ESL teacher and in the afternoon the ESL teacher push in the

Essay on Personality and the ESL Student
How can an extroverted or introverted personality in ELL and ESL students affect behavior, learning
process and classroom environment? Extroversion versus Introversion the terms originated from
psychologist Carl Jung's theory of personality. Jung saw the extrovert as directed toward the outside
world and the introvert as directed toward the self or inside world. That is why, theoretically,
introvert students are less involved in the classroom and extrovert students are more active. As I
observed a classroom where the student population consists of 90% Latino and 70% are ELL or ESL
students, I noticed how students' personality and behavior could make a significant impact in a
classroom. To understand more about the students' conditions is ... Show more content on
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In a classroom where students are struggling to acquire or dominate a second language, it highly
interesting to observe how their personality can make a difference in the way they can perform in
the classroom. On my third day observing, a question aroused; theoretically who learns more an
introvert or extrovert student? In a classroom of 20 students I identified 14 of the students fall into
the category of ESL or ELL. During my observation I identified the students by the speech
(pronunciation or deficiency of English vocabulary), and I noticed the teacher had also made several
cluster depending on their English fluency. I observed that among the 14 ELL and ESL students 5 of
the students I classified as introverted students: like to be alone, like to be silence, and never
participated. While the other 9 students were obviously extroverted students: most of them like to
work in–group, are more social, participate, and like attention. The International Journal of Science
Education presented the observation of twins who had the same background, same parents and same
experiences. The article 'Self–perception, individual learning style and academic achievement by a
pair of bilingual twins in a secondary school clearly call my attention as I finished the journal it was
clear to me that the twins were very similar but their personality differ, after two years of
observation, the research concluded that the twins have

Esl Personal Statement
I was born in a country where lord Buddha was born, where at time corruption, crime and battle was
almost unheard off and there was no place for hatred and racism. I am also from highest peak in the
world to the deepest gorge in the world with diverse culture,tradition and architecture. Although
Nepal was alluring with its culture and its natural beauty, it was also full of corruption, violence and
sometime very unpleasant to live. Nepal education system was and still is substandard compared to
other school, which means I could not pursue my dream and help my community cease to where it's
heading and help become more productive and enthusiastic. With all the struggle and obstacle and
with hope for the better ... Show more content on Helpwriting.net ...
People In here was very helpful and kind, everyone would hug me and it was very uncomfortable
for me at first because in my culture we don't hug people very often. It was really fun for me until I
started the school. It was really difficult for me to adapt to school culture because It was new and I
didn't understand anything teacher was saying. I didn't know alphabet and only word I knew was hi.
After three years I had huge progress In my english and I exit ESL. By the time I exit ESL I was In
High School and I was ready to face any kind of challenges that would put me to the next level. I
really work hard In math and I took some business related classes such as accounting,finance,and
entrepreneur. Classes I took really helped me and It gives me a wide knowledge and I understood
how world works. I was really proud of myself because with my knowledge I gained from school I
was able to assist my family and other people.By the time I was junior, I was already helping my
community and people who are In serious need. Every Sunday we had yoga class and my job was to
inform and distribute foods and drinks. Respond I got from my community was all positive and it
even motivates me to learn more and work harder. My community was really interested in making
money and staying healthy. Many People don't know any english and I helped them through by
teaching very basic

Creating An Esl Vocabulary Book
A. Intended Audience The title of the book is . I chose this catchy title because I wanted to create an
ESL vocabulary book that would help children learn key vocabulary while engaging all of their
senses. This book is intended for kindergarten students in ESL who are at the entering, beginning
and developing proficiency levels. It is a supplemental text that integrates the language domains:
reading, writing, listening, speaking and vocabulary. However, the vocabulary domain will receive
the most attention. This is because new vocabulary is one of the basic building blocks in student
learning. B. Features of The Proposed Text will be a student practice book which contains 5
chapters. This book will have approximately 50 pages, each chapter containing 10 pages. There will
be 20–26 captivating pictures and illustrations throughout each chapter. The proposed book will be
novel and unique because it provides opportunities to tap into all of children senses through songs,
dance, games and movement. Also, the book links student background knowledge and culture to
learning by providing cognates and vocabulary words in four languages at the beginning of each
chapter. This will help to limit students from using dictionaries in the classroom which can save
time and help their understanding. Also, providing students with key words translation in their L1 is
a comfort to students, particularly entering and beginning English learners.

Measurement Of Esl Saudi Learners
VOT Measurement of ESL Saudi Learners' English Stops /p/ and /b/
1. Background:
A. Introduction: Languages make meaningful words by combining sound segments depending on
rules. Children try to acquire these sounds through listening. By the time goes on, they have a
linguistics competence that helps them produce meaningful sounds. Students who learn a second
language or a foreign language face issues due to the different phonetic system of their first
language and the second language. If they have a sound in the target language is not exist in their
mother tongue, they produce it like the closest sound they have in their first language (Ahmad
2011). Trubetzkoy (1939) mentioned that a language phonological system is " as a ... Show more
content on Helpwriting.net ...
The Phonetic Inventory of Saudi Arabic Many research papers have talked about measuring stop
consonants voicing. There are many researchers put their attention on figuring out the difficulties of
pronouncing voicing and voiceless consonants by L2 learners such as (Binturki, 2008; Flege and
Port, 1981; Al–Saidat, 2010). The difference between voicing and voiceless consonants is the
voicing that occurs during the stop closure interval. The consonant is voiced when there is voicing,
while if there is no voicing, the consonant is voiceless. However, Lisker and Abramason (1964) do
not see that consonant stops (p, b, t, d, k, g) could be distinguished depending on a distinction
feature like the vocal cords voicing. For that reason, they proposed a distinction feature between
voiced and voiceless consonants which is Voice Onset Time (VOT). They defined VOT as "the time
interval between the burst that marks release of the stop closure and the onset of quasi–periodicity
that reflects laryngeal vibration" (1964, 422). Since English voiceless bilabial stop /p/ is not found in
Saudi Arabic, Saudi speakers of English as a second language have two possible ways to pronounce
it. First, they could not care about the distinction feature, then they could

ESL Program Application Essay
I am writing to apply for the position of ESL Program Director in the ESL Program at Marietta
College. I hold a doctoral of philosophy in Foreign, Second, and Multilingual Language Education
(within the TESOL program) with an interdisciplinary specialization in Educational Technology
from the Ohio State University (OSU). Moreover, I have experience in teaching EFL and ESL
learners English and in administration. I am confident that my academic and experiential exposure
will enable me to contribute to your Language Institute in terms of enhancing ESL students'
academic English competence and knowledge of the Western academic culture, designing ESL
curricular, and promoting teachers' professional development. I received ... Show more content on
Helpwriting.net ...
When teaching writing, I employed graphic organizers, drawings, and guiding questions to introduce
components of essays and assist students in developing their writing. In addition, I designed courses
to allow students to choose topics that they were interested in or relevant to their daily lives for
writing assignments. Moreover, I gave mini–lessons on grammar especially when most students
made similar grammatical mistakes. Furthermore, I employed Communicative Approach and
selected daily topics (e.g., news, hobbies, travel, and favorite local and exotic food) to instruct
students in English speaking. For listening, I utilized popular English songs, news videos, and
excerpts from TV shows and audiobooks to enhance their listening competence. Since I
incorporated various instructional materials and adopted different teaching approaches into my
teaching, my students expressed that they enjoyed learning, and their academic performance showed
great achievement. Those students who were afraid to speak English in the first class were willing to
express their opinions and involved in class discussions in English after my instruction. In ESL
settings, I taught and tutored diverse writers in academic writing at OSU's Center for the Study and
Teaching of Writing (CSTW). Writers whom I worked with included domestic and international

Research Paper On ESL Students
Indicator 3: Teacher resources
Teachers have also expressed concern that content area classroom materials are not adapted to teach
ESL students since the information, written text and vocabulary are too wordy and hard to
comprehend. The survey result show that at least 83% of the ESL teachers expressed that there is not
enough technology resources for the entire student. Teachers wants their classroom to student–
centered and integration of technology is essential since it helps student to be independent of
learning. Beginner ESL students need to be structured on basic English learning software such as
Starfall, ABC mouse, ABCya learning website that are simple for students to comprehend. Students
can log in and use headphones to ... Show more content on Helpwriting.net ...
American school tend to favor more money on extra–curricular activities and less on classroom
time. School tend not use some of the supplies and that is total waste of money because the district
are not monitoring to see what is being used in the classroom and budgets are not based on what
things actually cost. There is also lack of communication between one department to another and
there are inconsistencies with the supplies and instructional support. Sometimes the supplies are
already delivered in the campus and it stays in the stock room until someone discovers it. School
principals do not have the freedom on how to decide where the most dollars need to spend and how
to support teachers or students because the budget is controlled by the central office. Principals were
also at one point teachers in the classroom and probably did not have the proper management
training necessary to run the school operation and ensuring the budget is prioritize accordingly.
Sometimes, the states also announce the budget to the district late in the year when the school is
already in session and some of them have never been in the classroom to understand the value of the
resources and teachers need.
Indicator 4: Teacher/student ratio
According to the teacher's survey and interviews the school has high number of ESL students in the
classroom, and the teacher students ratio is increasing from 15

Teaching ESL Locally
Assignment 1 1. Private Schools – Depending on the school, qualifications range from a certificate
TESOL course to a university/college degree. Tutoring position (company or private) – A degree
or/and TESOL certificate would be required to work at a tutoring company while private tutoring, a
TESOL certificate is recommended. Home Stay Family – A TESOL certificate is recommended and
an available room is required. Community Centres – May required having experience,
university/college diploma and TESOL certificate, depending on the centre itself. 2. All positions
will depend on the individual company/school/centre with regards to qualifications. For home stay
families, it is regulation to have an available room and although a ... Show more content on
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Post advertisements on websites, like Gumtree, etc. Get your name out there by word of mouth. Out
of the possibilities available, which ones are you eligible to pursue at the moment? I would be able
to only be eligible for homestay and private tutoring as of now, but once I complete the TESOL
course I may be able to be eligible for private schools depending on their requirements. Where do
you hope your ESL career will lead you? I'm hoping to become a private tutor locally which would
make enough income for me to survive on one job alone instead of multiple careers. List 5 important
delivery methods for ESL teachers. Direct instructions using actions Lecturing Class discussions
Group work Individual instructions Assignment 2 1. In an average ESL classroom, 95 – 100% of
students would be the same nationality. A multicultural classroom will have students that have
different ideas, understandings, attitudes and perception of learning and classroom environments,
this might be a disadvantage as teachers must work extra to become more understanding and
flexible of each individual and their culture. 2. The benefit of a multicultural classroom for teaching
methods is that most of the student can't talk in the same language and can only communicate by
English. This is highly beneficial as students would want to socialise with the other students, by
only being able to communicate in English, they will be able

Obstacles For ELLAnd ESL Students
Over the past 15 years, the number of ELL and ESL students has rapidly increased to nearly 5
million. These students come in significantly below those of their peers in nearly every aspect of
academic performance. In order to ensure that these students' needs are being met, you must have a
significant amount of coordination and collaboration throughout the educational system. Under the
law, each school district must show that the entire student body as a whole is meeting the same
academic standards. These subgroups (ESL and ELL students) must be meeting the state proficiency
goal as well. ESL or ELL students are going to walk into a classroom at different learning levels.
Generally, they'll need to focus on listening, speaking, reading, and ... Show more content on
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As a teacher, if you choose a test to be an assessment, think about the different possibilites to
accommodate for ESL and ELL students, or those that struggle with tests. These students can
struggle with standardized tests, and one way to prepare them are multiple choice tests. Multiple
choice tests allow students to compare several options for answers and then choose the correct
answer. Oral testing can be a great assessment because spoken language is the ultimate goal. You
can focus on the students' ability to communicate with what they know. This type of assessment
gives students the opportunity to self–correct, ask for clarification, and use language creatively.
Another common testing assessment for these students is a completion test. This allows students to
have a chance to show the teacher what they know, rather than testing for what they do not

The Importance Of An ESL Teacher
Teachers should always interact with their student's parents and build a strong relationship built
upon effective communication and trust. For a general education teacher, this is most likely very
easy to do. For an ESL (English as a Second Language) teacher, this can be increasingly difficult
due to language barriers and cultural differences. How then, would an ESL teacher achieve a strong
relationship built upon the principle of trust and effective communication? First, and foremost, an
ESL teacher must have a positive attitude when they are working with their students and their
families. ESL teachers need to always look at the bright–side of every situation regarding their
students. For example, if one of their students is only able to grasp one main concept from one
lesson the whole entire school day, they should be happy with the student. Although it may only be
one important concept, that ESL teacher was still able to get across to their student in some way and
even though it was little progress, it was still progress. Progress is one of the biggest goals and focus
in an ESL classroom. By having a positive attitude, the ESL teacher is fostering a nurturing, warm,
safe environment where each student feels comfortable and eager to learn. Having a positive attitude
is important when communicating with students and their families, but there is more that an ESL
teacher must do when they reach out to the parents and families of their ESL students. ESL teachers
to

Esl Teacher Interview Paper
Michelle Snyder ESL Teacher Interview TE 826 Dr. Glenn Tracy 2–22–12 My person that I
interviewed is very unique besides being a very good teacher. She had received the honor of being
selected 'Teacher of the Year" a few years back here at Perkins County Schools (Grant, NE), so I
knew her methods and strategies were tried and true. She has several different hats in our school
system with English Language Learner (ELL) being just one part. She was asked to work with/for
me in this program with our high school ELL students while I concentrated on Elementary and
Middle School. She is in charge of the district's Speech department which has also had great
success. Finally, she is the school's Spanish teacher, and a very good one. I have ... Show more
content on Helpwriting.net ...
Constantly being around different types of people and different languages, Tate came to believe this
as her way of life and so then wanted to learn more about these cultures and teach/help these people.
In all of her experience with different diversities, she says she believes students from China are
superb. Not to say anything negative about other cultures but Chinese students would come to
school, at any level, with a strong desire to learn and nothing was going to get in their way. Ms. Tate
is very fluent in Spanish and feels that knowing that language has helped her in becoming a more
effective teacher the Latin Americans ELLs. She can tell if a student has some hang ups in the
English language and therefore can recognize where the problem lies. She can see if they are not
getting a certain language pattern and why, then she can compare the two languages and focus on
how to get through the barrier by explaining the differences between the two patterns. Tate also says
using the Krashen method where there is more comprehensible input and not everything is based on
output produces better results than when she taught before and students had to listen for a long time
before producing anything. She loves the curriculum we have: Sopris, Direct Instruction for true
Spoken English. It is based on Krashen and gives comprehensible input in repetitive patterns in
small doses. It runs

Esl Observation
1. Did the student meet the criterion for the objective? Explain.
After taking the student through the instructional material, she was able to meet the criterion for the
objective. During the initial assessment I was able to determine that the incorrect response for
identifying the front and back of the book was due to a lack of knowledge of the vocabulary.
Therefore, a brief lesson on the unfamiliar words was sufficient for the student to be able to master
the concept. I ensured that the student was able to pronounce the words, recognize them when
spoken by another, and understand that they apply to more than books. After which, she was able to
correctly identify the parts of the materials independently.
2. What went well? Describe. ... Show more content on Helpwriting.net ...
The student saw the face on the cover of the book and interpreted the unknown word "front" to be
face and she tried to initiate a discussion about the face. Therefore, I discovered that a picture of
something unrelated to the word being taught can create confusion. In this instance, I found it
helpful to take the focus away from the picture on the book and teach the concept on books without
pictures and by pointing to objects that were not books. From this I learned that, for earlier learners,
it is harder to teach conceptual words that are not easily shown with

Esl Case Study Essay
In this final case study, three ESL/Bilingual teachers were interviewed pertaining information on a
range of fifteen questions. The various topics included the promotion of best practices in their
classrooms, the integration of culture, differentiation of instruction and how it correlates with
academic content and language development. The survey also requested the type of environment the
teachers promote to students and what type of expectations they hold from the parents. Other parts
of the survey enquired for the resources that have been implemented into the classroom and the type
of support that are available to students. The interviewees that were used in the case study work in
two separate districts. Two of the three that were interviewed ... Show more content on
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Many English language learner students have experiences and socialized outlines that are diverse
from the mainstream body. Each student, whether or not they are labeled as an ELL, come from a
different set of backgrounds, personalities, families, and beliefs. All three educators have recognized
the trend in their classrooms and have embraced the multicultural teaching using culturally
responsive instruction. This type of teaching method inspires educators to adjust their instruction to
meet the learning standards of all students. They believe that students should have the experience to
use both their native language and the second language to draw real–life connections. Teachers that
support the background of both languages are helping student's link together vocabulary and word
development to strengthen language development. All three educators believed in the variation of
reading; including materials, text books, supplementary programs and fictional books. The adaption
of numerous reading styles can assist diverse students to become more effective and competent
users of the English language. They also reported that not only is it

The Impact Of ESL Teacher Motivation
Teacher motivation has a strong impact on students' motivation and learning (Gardner,2007). In
addition to teaching, ESL/EFL teachers should increase students' motivation towards learning by
using different motivational strategies. As the teacher motivation is a crucial factor which influences
student' learning, I wanted to give my attention towards "ESL Teacher Motivation in Sri Lankan
Schools." The research question of my study is: What elements of motivation and de–motivation are
reflected in Sri Lankan ESL teachers?
I found the research article "Analyzing EFL teachers' Initial job motivation & factors affecting their
motivation" by Koran (2015) is relevant to my chosen research topic as teacher motivation is a
major reason for students' high performance. The goal of the above study is to find out the factors
that motivate teachers to enter teaching and to investigate which factors are responsible for teachers'
high or low motivation. Pennington (1995) states that to improve teacher motivation employers need
to address and eliminate de–motivating factors in their teaching environment.
The research uses both ... Show more content on Helpwriting.net ...
Sometimes, teachers may lead to de–motivation when the students have a lack of commitment to the
learning process. Knowing the factors which motivate teachers towards teaching will help me to
apply solutions to my research planning in 'ESL Teacher Motivation in Sri Lankan Schools.' When
the teachers have a positive relationship with the students, it will lead teachers to deal with students'
problems and also to improve teacher motivation. Although many studies conducted by different
researchers in different cultures disclose that the most common motivators are intrinsic reasons
(Wadsworth, 2001, Watt H. M. G. and Richardson P. W., 2008), it may sometimes not be in all

Material Selection for Esl Reading Class
Comprehension of a reading text is made difficult due to the interactive nature of the reading
process. Different readers respond in different ways to the same text. The reading lesson therefore
needs to make allowances for both the variety of texts and the variety of readers. ( Nuttal,1996). As
reading is a complex task, teacher need to be focused on the learning goals of the reading lesson and
steer the learners towards achieving these goals. Even if the reading programme has a prescribed
textbook, it is highly recommended that teachers use additional reading as supplementary materials..
Since the focus of the ESL reading class should be on a specific aspect of reading, the selection of
an appropriate reading text is critical. If the ... Show more content on Helpwriting.net ...
The framework is as shown below :–
– to get information travel brochures, train timetables, bus schedules, notices, public signs,
directories, catalogues, information leaflets, regulations, weather forecasts
– to respond to curiosity magazine articles, newspaper editorials, about a topic advertisements ,
guidelines, specialist brochures – to follow instructions maps, route planners, recipes, assembly
instructions, instructions for use, guides, manuals
– for pleasure and poems, short stories, plays, reviews, enjoyment lampoons, skits, cartoons
– to keep in touch postcards, notes, invitations, letters, condolences, memos, messages
– to know what is news articles, news in brief, TV Ceefax, happening in the world faxes, news
reviews
– to find out when and announcements, programmes, tour guides. where
(Hedge, 2003: 206–207) If reading teachers can utilise instructional activities which relate to real
world reading purposes then they will be successful in capturing the interest of their learners.
Teachers who are using assigned textbooks, should also ensure that purposes for reading are clearly
defined. If reasons for reading are missing from textbook task, then teachers should create the
purpose that will motivate learners to read. Motivation to read is enhanced when learners can see the
relationship between reading tasks done in the classroom with

Action Research for Esl Students
Running Head: Issues Regarding English as a Second Action Research Proposal 1 Issues Regarding
English as a Second Language Student in the Classroom Clifford J. Thomas Grand Canyon
University UNV 530 July 18, 2012 Running Head: Issues Regarding English as a Second Action
Research Proposal 2 Table of Contents Abstract............................................................Page
Introduction...................................................... Page Problem Statement and Research
Question.................. Page Methodology......................................................Page Setting and Sample
Population.................................Page Data Collection and Procedures.................................Page
Intervention Plan..................................................Page Conclusion and ... Show more content on
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However, mainstreaming of these students has led to high failure rates among these students.
Statistically speaking, of the total amount of educators currently teaching, less than 30 % of
educators those are qualified to teach these students. Correspondingly, Less than 17 percent of
colleges offering certification have courses that prepare the students for working with ESL/ELL
students. Of the total population of teachers on campus, less than 26% of the teachers have received
professional development related to instructional practices for these students. Furthermore, out of
the 50 states in the United States only 20 of these states require that teacher have training with
working with ESL and ELL students as a requirement of for employment. Moreover, these ESL/ELL
students had higher dropout rates as among other students in schools. Waggoner's (1999) nationwide
study of new immigrant students in the US aged 14 to 19 showed that one in five foreign–born
minority–Ll students were a dropout, whereas the dropout rate among monolingual English–
speaking natives was one in 12. In New York State, 32% of LEP (limited English proficiency)
students dropped out of high school in 2001 after the state began to require passing the academically
demanding and rigorous examinations for high school graduation (Crawford, 2004); typically,

Esl 33b Reflection
During this semester, my writing process have been changed a lot in ESL 33B class. Before the
semester, I rarely write free–writing, outline, and brain map before I started to my essay because I
think it is not really important. For my first essay of this class, I didn't a lot of writing process, such
as free writing. As a result, my first draft is very messy and disorder. I had to take a lot of time to re–
read and edit my essay to make sure my idea is clear and make sense. In a ESL 33B lesson of this
semester, my professor taught us some step to write an essay and showed us some example on
Guideline which helped me can be easier and more organized to finish my draft. I learned which
steps I have to do in order to complete my essay more effective

Situational Analysis of Esl Student
CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational
background, currently living and studying in a British–style International School in Ho Chi Minh
City (HCMC), Vietnam, and is a member of the increasing group of globally–mobile students. Katie
can be solidly placed into the "entering phrase" of the transition from Taiwanese national to
immigrant in a Western society, where she "has decided to become part of the new community, but
is still figuring out what that means" (Hayden 2006:53) at the age of thirteen. She is an example of
what has recently been identified as a common occurrence for international school students, children
going through a "sojourner adjustment" (McKillop–Ostrom 2000), as can ... Show more content on
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It will also serve to provide the beginning stage of a more comprehensive action research study to
allow me to meet her needs as best I can, which I will discuss in the conclusion. METHODOLOGY
The objective of this case study is to describe, in terms of second language acquisition theory, this
student's language proficiency, especially through the lens of whether she will achieve the expected
'C grade' required of her for passing and matriculation. The key research question for this case study
is, "What are the specific language–based and affective patterns that identify this child, and can they
be described in an inter–related fashion?" My hypothesis is that such "thick description" (Geertz
1994) can be reached through two different but complementary aspects of second language
acquisition theory by integrating the discussion along these lines: Learner language analysis.
Features and patterns are identified through a close analysis of Katie's output: written and oral. This
is matched to SLA theory, and 'gaps' between the target and achieved language will be identified.
Affective factors as revealed from choices in responding to prompts and the content of discussion
from three interviews held with Katie.
Situational Analysis of "Katie" –

Essay on ESL teaching
Assignment : Teaching Grammar to ESL Students
1. I used to drink a bottle of vodka a day. (a recovering alcoholic at an AA meeting)
STRUCTURE: 'used' structure
FORM: subject + used to + infinitive
B. FUNCTION AND MEANING It talks about an action that happened regularly in the past but no
longer happens in the present.
.
C. PROBLEMS WITH...
Meaning: Students may think that he is talking about the present, rather than the past. Some learners
may use 'used to' in place of the simple present (E.g. they might say 'I used to speak Somali at
home'; instead of saying 'I speak Somali at home'.) students might not understand that used to was a
recurring habit in the past rather than it happening once.
Form: Student may ... Show more content on Helpwriting.net ...
Model1: the film started at 10:00 am, we arrived at 10:30. When we arrived, the film had started.
Model2: the bus had left when we arrived.
Model3: the shop had closed when we arrived.
E. CONCEPT CHECK QUESTIONS FOR Model __1___:
1. Did the film start when I arrived (YES/NO) (Answer: NO)
2. Was the film on when I arrived? (YES/NO) (Answer: YES)
3. Is the action past or present? (PAST/PRESENT) (Answer: past)
Upper–Intermediate/Advanced Structure

3. If I had studied in school, I would have gone to university. (a grandparent telling his
grandchildren his regrets and how his life could have been different)
A.STRUCTURE: Type 3 conditional.
FORM:
If clause conditional clause. If + past perfect simple + would + have + past participle.
Function and meaning:
A grandparent is talking about the past situation that could have happened but with regrets he
mentions about his dream that did not come true. It talks about a dream but with no possibility of
coming true.
C. PROBLEMS WITH...
Meaning: The learners may mix up the concept with other conditionals, they might talk about the
possibility of dreams coming true (for example, the learner may say 'if I study, I would go to
university).
Form: Some learners may not understand the use of auxiliary verbs, so some of the auxiliaries may
be left out (e.g.

Esl Reflection
1. My first reaction to your essay is this is a legitimate issue. We certainly need to take care of
students whose native tongue is not English. I feel the strong suites of the essay are the facts, when I
read this I really get a feel for the whole issue and how this program is improving the ELL/ESL
student's education. The only thing that I would of liked to have read about is the inner workings of
the Ex.C.E.L. program and how exactly they are helping these students.
2. This essay does a very good job at explaining the background of the topic at hand, allowing me to
feel more educated about what the issue is and how it is being solved. Altogether the information
seems solid without any gaps.
3. There are many number based statistics and expert

Literacy Narrative In ESL
Literacy Narrative When I first took a look at my first assignment for English Composition I – Write
a Literacy Narrative. The first thought it came to mind was "ESL" (English as of Second Language).
I started to reminisce about my first year as a freshman in High School. It was the fall of 1985; I just
had arrived from Colombia as an exchange student. On the first day of School, I reported to the front
office, still not knowing what to say or what to do. I was completely lost and scared; the nice lady at
the desk looked at me with a smile and started to talk. I did not understand a single word of what she
was saying at that time, except "Hello". After a few minutes of silence and staring at each other, I
gave her a piece of paper that my ... Show more content on Helpwriting.net ...
Lavenders' ESL class, she decided that it was time for me to attend regular classes. I was so afraid,
not because I would not be competent in the classes, but because I did not think I was ready for a
full emergent in the language. I was competent and knowledgeable on the subjects assigned,
Geography, Math, Science, but English? I was just completely in a mortified stage. Would I
understand the teacher, classmates? Would I be able to speak clearly enough, so they would
understand me? That weekend, before I was to report to my first all–English class on Monday, I did
not sleep nor could I eat anything thinking about that moment. Monday morning I walked into Mr.
Garfield English classroom. Mr. Garret was aware of me been assigned to his class; he was standing
right at the door. When I came in, the first thing Mr. Garret did, was to ask the class to be quiet for a
minute. He then proceeded to introduce me to them. I had never felt such a panic as I did at that
moment. I was sweating, quivering; I felt a thousand eyes just staring at me. Mr. Garret quickly
noticed my somber demeanor and immediately asked me to have a seat. I am sure he thought I was
going to have a panic attack, and I'm not sure if I wouldn't have if he did not step in quickly and
asked me to have a

ESL Students and Teachers
The kids of today are the future of tomorrow. In order for them to have a bring future we need to be
able to equip them to be successful. But as of right now we don't have the power to properly equip
them and to help them accomplish task such as graduating or moving on the next grade. Immigrant's
students have the great potential to be the next Cesar Chavez, Sonia Sotomayor, Franklin Chang
Diaz or the next Susana Martinez. But as a nation we are failing them by forcing them to take a test
that doesn't cover everything that they have learned in class or is in a language that they understand.
Graduating high school or moving on to the next grade depends on the ability to pass one test. If the
ESL student is not able to perform correctly or if they are able to demonstrate their understanding on
subject like English or math it can affect them profoundly. The test is not an accurate reflection of
the knowledge of the student. Teachers can serve as a tool to help students be able to perform better
on their test. But, teachers are not the only one that can assist students with the performance on the
standardized test. Social workers can also collaborate with the teacher as well as with parents in
order to assist the student to be successful. In certain cases the social worker can advocate for the
student to more time to take the test or to have the option to have additional breaks during the test,
they can also have the teacher or a translator to help repeat the question,

The Most Common ESL Mistakes
Mistakes are an essential part of learning languages, there's no way that you can reach fluency
without making lots and lots of mistakes.
The purpose of making mistakes it to learn from them. An excellent strategy is to learn your lesson
as quickly as possible and move on, better and stronger than you were before.
If your experience of learning a language is filled with stressful emotions you're much more likely
to give up.
Always remember that mistakes are the gateway to improvement and are essential to our
development. Without mistakes your progress will stall.
One of the biggest mistakes you can make with vocabulary is failing to choose the right words for
you. Vocabulary serves you best when it's relevant to you and your life.
Adverbs:
One of the most common ESL mistakes relates ... Show more content on Helpwriting.net ...
The most common of these common mistakes include "its' " or "it's", "two, to or too" , "would of
instead of would have", and more. The best way to not make these common mistakes is to become
familiar with the through a wide variety of examples
"OF" and" FROM" are two of the most common prepositions in English. They are used in a wide
variety of situations, but are also often confused.
Many English learners have difficulties understanding the difference between" of "and "from" in
English. This comes from the fact that a number of languages, including romance languages such as
Italian and French, as well as German, use the same preposition for both "of" and "from"
Of – Possession For example:
He's a friend of mine
The color of the house is red
Common Phrases with "Of' – All of / Both of "
"Of "is also commonly used with "all" and "both" to describe a common trait that many objects
share.
For example:
"All of" the students in the class enjoy volleyball
"both of'' the assignments are due at the end of the week

Common Phrases with "Of " – One of the

Esl Observation Papers
Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City.
The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the
morning and during rush hour. This results in several late students on a day to day basis. On the
other hand, this school is also highly accessible and as a little over a thousand students. The school
has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion
education classrooms. Typically, families that enroll their students into this school are of lower–
middle socio–economic class, and tend to be majority Hispanic, Indian, and African American, with
few Caucasians and Asians. This school provides a variety of special programs for their ESL
students and special need students. Students may be offered speech language pathology,
occupational therapy, physical therapy, ESL programs, reading recovery, and counseling. When
focusing in on the specific classroom that I am working in, there is a 1–23 teacher to student ratio,
with fourteen boys and nine girls that are all considered general education students. The class
consists of 15 students being Hispanic, 4 students being Asian/Middle Easter, 2 African American ...
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Students are groups based on their academic level, and have their desks are set in 4 groups of 6 with
one group being in a set of 5. Two groups are in the front of the class while the other two groups are
in the back of the class. 2 students are placed facing the window and 2 other students are facing the
closets (making the students facing each other), and the last 2 students are facing the front of the
classroom. I find that this positioning of the students is great for allowing students to turn and talk,
and work as a group for certain assignments. The down side, however, is that students tend to talk
excessively to one another, and get distracted more

Personal Statement On Teaching Esl

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