Comparative teaching methodologies What factors affect teachers who teach


What factors affect teachers who teach students whose second language is English' What are the best teaching methods' These questions are important for the teacher to consider. The process by which children develop a second language skill is complex and varied because each child develops their second language differently. When it comes to exploring the comparative teaching methodologies on teaching English as a second language, there are many different factors that must be studied. Several factors exist when it comes to teaching children whose second language is English. It is important to study these factors in order to help students whose second language is English. Here are six different factors:

'Children learn differently including the ways they are taught, the speed in which they learn, and the levels of ease in which they learn.

'The rate at which language is acquired depends on the child.

'Different educators argue over the best age to begin language acquisition.

'Educators must consider how much exposure to the second language the child should have.

'The relative skill in oral and written communication in both the social and academic environments must be considered.

'The differences in cultures and between individuals in the varied language acquisition styles must be considered.

These factors are important considering the fact that more and more students do not have English as their first language and teaching has changed over time, 'We have shifted from primarily addressing the needs of native English-speaking students to a rapidly growing number of children from linguistically and culturally different backgrounds' (Williams 750). It takes the whole view of the child to get some understanding about how that child will fare during second language acquisition. Even the teaching styles have changed with less class preparation by teachers, less interactive teaching styles, lower grading standards and more teachers use multiple choice in testing (Finegan and Siegfried 18). It is important to look at the changes that have occurred.

What factors affect the speed and ease of development for a child with English as their second language' In the past, it has been argued that young children learn languages faster than the adolescent or adult. However, evidence shows differently. The adolescent and adult population may perform better in second language acquisition than younger children. The differences in English and Spanish can may it difficult for a child to understand different topics (Roseberry-McKibbin and Brice 4). The teacher must adjust his or her expectation of the child. Different materials should be used including tapes, tape recorders, overhead projectors, and language laboratories (Maggioli 68). Sometimes children need to be coddled through the use of primary language instruction, materials, and communication. 'An exploration of such resources will lead to many materials (Kuster 6). It is also important to consider the difference in oral and written communication.

When it comes to acquiring a second language, it is important to consider the primary and secondary languages. It is also important to study the behaviors of a child including 'turn- taking, interrupting, changing the topic and terminating the conversation' (Andersen-Hsieh 67). The question is how bi-lingual languages will change in the classroom in the next millennium. Works Cited Anderson-Hsieh, Janet. ' International TESOL: An argument for certification'. Cross Currents. Spring, 1990. v40. i1, p67-70.

Beckett, Carol and Haley, Perry. 'Using Standards to Integrate Academic Language into ESL Fluency'. Clearing House. Nov ' Dec, 2000. v74. i2. p102-104.

'How will bilingual/ESL programs in literacy change in the next millennium'' Reading Research Quarterly. Oct ' Dec, 2000. v35. i4. p520-23.

Kuster, Judith. 'English as a Second Language: Web Sites'. A S H A Leader. 20 Jun, 2000. v5. i12. p6.

Maggioli, Gabriel. 'Seeds of change: The role of the teaching of English (TESOL) and American Studies.' American Studies International. Oct, 1994. v32. i2. p66-74.

Roseberry-McKibbin, Celeste and Brice, Alejandro. 'Acquiring English as a Second Language'. A S H A Leader. 20 June, 2000. v5. i12. p4.

Williams, Joan. 'Classroom conversations: Opportunities to learn for ESL students in mainstream classrooms'. Reading Teacher. May, 2001. v54. i8. p750-57.