Teaching ESL Students Essay Example for Free

Teaching ESL Students Essay In the summer of 2008 I worked in a private college for girls in Jeddah, Saudi Arabia. ( Due to the college’s policy, I was asked not to reveal the name of the college). This College offers continuing education and extension courses to meet the needs of women in the community for professional development and personal enrichment programs. In summer it offers a 4 week Intensive English Language Program. I was asked to teach two levels; level one and level three. In my level one class, I had a total of 9 students, and they were all Saudi’s: four of them were 15 years old, 2 of them where 11 years old, 2 were 13 years old, and one of them was 24 years old. All of them came from Saudi government schools. I met with them 5 days a week for 2 hours. The books used for the course was interchange level 1. However I also used Word by Word Picture Dictionary. Reading, writing, grammar, listening, speaking, and vocabulary were skills I taught in the program. Puzzle Area Generally, as an ESL teacher, I never use Arabic in class in order to expose students to the new language. However, I very quickly realized that the students were not responding well to my use of English only. I could see that the students felt insecure and confused. Even the simplest question â€Å"What’s your name? † was answered with head nodding or a crooked smile. So I used the Tarzan method, â€Å"I AM JANE†, but it was not effective. This response was a sign to change my method. I remembered the days in Pakistan as a child I tried to fit in while my classmates spoke Urdu and I felt like an alien lost and confused listening to gibberish from my perspective or rather trying to solve secret codes and guess what is being said. My focus automatically shifted not to learn the words but to try and understand body language. And this is what I saw in my students’ eyes i. e. they lost track of words and focused on my facial expressions and body language to try and understand what was going on. The look on their faces always seemed to say â€Å"What an earth is she saying † Thus, I puzzled over how I could best meet the needs of these very low level learners and whether or not I should use Arabic in class or not. Exploring the Puzzle Area I decided to experiment with using Arabic minimally to encourage learning English and to especially create a comfortable atmosphere for the beginners to express themselves. For instance when I introduced the vocabulary words, I allowed them to use Arabic. It was more or less a co-operative learning strategy. I gave them the word and defined it in English and some students said it out loud in Arabic helping each other understand the new words fully. Moreover, I felt the need to use Arabic myself when it came to teaching abstract vocabulary because I wanted to ensure induced errors would be avoided. I would ask my students to tell me what the word means in Arabic. Saying the word in Arabic myself was my last resort for I did it to spot check on the students and to further avoid their frustration. In grammar it was a different issue. I decided not to use Arabic, but eventually I realized it was big mistake and a waste of time. Explaining the grammar rules only in English was causing lots of problems with understanding the lesson, due to the low level of my students. I repeated the lesson many times speaking slowly with the simplest words believing that they at least understood something from the lesson. But my efforts were in vain because once I asked the class to start practicing the exercises orally, no one responded. Whereas when I used a bit of Arabic as well as English in the same lesson, it was more effective. For example, Arabic generally follows the verb- subject structure. In English, however, the general structure is subject-verb-object. So pinpointing such basic factors and presenting model sentences in both languages clarified their misuse of a simple sentence in English. Thus, the passivity in the beginning changed; the students suddenly got interested and active, and started to work in groups to combine many sentences on their own. I realized that using L1 for beginners was beneficial grammar because students could understand grammatical structures and practice their application gradually as their level improves. Teaching reading was basically an individual effort that depended on the students’ efforts. To improve their reading skills they were asked to read aloud simple passages to improve their reading and pronunciation of words. However, for critical thinking skills, I asked them to silently read paragraphs and then asked questions about the part they read to check their perception and understanding of the topic. In reading, I allowed them to use Arabic to express their thoughts about a topic, because if I depended on English alone the class would be unresponsive. Gradually, in two weeks time the class began to open up and feel comfortable with using English in their responses. For example, in a reading lesson after silently reading the passage, one of the students knew she understood the topic but admitted that she was shy and afraid to answer the questions in English. This phobia is a general problem in Saudi students especially beginners. There is a fear of being wrong or feeling embarrassed. So, the fact that she was allowed to start in Arabic and include some English was a comforting experience. A student for instance would respond with broken sentences: â€Å"exercise it about exercise†¦ † and form discussions with their classmates in Arabic and ask the teacher for the correct form of answering, mimic it, and in turn learn it. Hence, they initially began with participating in L1 but grew to use L2 too after a while. The most difficult part of L2 learning that many beginners face is writing. In the first writing class I started with the basics, such as brainstorming then classifying their ideas. The problem that arose was the students’ limited vocabulary. They were able to participate using L1 and began asking the words meanings and jotting them down. It was not an effective process because the class turned out to be a vocabulary lesson. So I had to change plans. The next class I assigned them to read short paragraphs and focus on the structure, sentence order, words meanings and punctuation. Then in class we worked on a similar paragraph but with mistakes and edited it together. The students enjoyed this activity and used L1 to tell me the mistakes and why it is wrong. Gradually, I encouraged them to copy the forms they took but with a different topic. For example, they took a paragraph about fishing, and I asked them to write about swimming. The students copied the exact paragraph with a few changes. They got to learn a lot gradually when they wrote a paragraph on their own. L1 was used minimally just as a comfort zone for discussing topics and explaining rules, and they did learn the basics of writing in L2 at the end. Students don’t ask each other about particular words and structures and get it much easier. In upper-intermediate group we talk in English and that’s not a problem we don’t have to explain vocabulary or grammar in Arabic. So it’s the matter of the language advancement in English. This way of teaching is much more efficient. Conclusion Whether to use native language when teaching ESL students is a matter of constant debate and when choosing education method the teacher should consider students’ background, their primary knowledge and their abilities to learning. It is known that the more differences between languages the most difficulties students are faced with. The same situation is observed with Arabic and English as languages are completely different. Nevertheless, from the very beginning I was against using Arabic in teaching English as, in such a way, I hoped to achieve the higher level of commitment and I expected students to learn faster. But education process showed that it is normal to use Arabic when teaching students with low level of English because many students simply didn’t respond to my speech and efforts to explain some rules. I see students were confused as they couldn’t understand what I expected from them. The method to focus on facial expression, not on learning words failed as well. When I decided to use Arabic minimally I saw that such encouragement appeared to be more effective in creating more comfortable atmosphere for students to express their ideas. Therefore-, I concluded that co-operative learning strategy is the best method of learning beginners. Native language can be used when explaining abstract vocabulary, explaining new grammar and ensuring that all rules are understandable.

Rifle Poem :: Poetry Poems

Rifle There's a crack in the air, and I'm split by the sound the moment deadly still until it's broken by another crack. A long sinuous echo hangs in the air, so physical I might try to wave it away like smoke. Then a third and fourth crack, and I'm on my feet, even though shots aren't unheard of in hunting season, these rural woods overfull with deer. But instead of this, I think of the uneven unpolished grain in the stock of my first rifle, the weight of it on the shoulder, the trigger worn dull with use. That first sighting with the left eye looking out. wandering through the sights; the feel of the bolt in the hand as it snapped back, slid forward in its path and locked, readying the cartridge as it lifts into the chamber, secured, prepared. A second snap and it's released, out into the world where only a second before there was nothing, not even stillness. And then the flood of world returns.

Margaret Atwood Essay

I came across the quote â€Å"Context is all; or is it ripeness? One or the other†[1] when reading Margaret Atwood’s novel â€Å"The Handmaid’s Tale† for English. I didn’t give it much attention, because since I was 12, I had come to the conclusion that there was no such thing as a â€Å"fact† and every thought depended on other factors for it to be true. However in this essay I’m going to see if my original assumption was true or if there is a way to reach a truth through different branches of knowledge. I’m going to take the definition of â€Å"truth† from the dictionary, solely to have a base for which to compare the rest of the essay to; â€Å"A verified or indisputable fact, proposition, principle†[2].Which means that that there are facts that are backed by evidence, such as; it is 14:24 (at the time of writing). However in this case we can apply Atwood’s ‘context is all’, and change it to â€Å"context is location†, as this scenario isn’t necessarily true, seeing that in Sydney the time is 22:25, therefore the truth can be considered relative. Relativism is a doctrine where there is no absolute truth; that truth is always relative to some particular frame of reference, such as a language or a culture[3]. Which brings up a paradox as if someone were to say â€Å"context is irrelevant† meaning the truth would remain a truth in every situation, it would contradict themselves, as that statement would be relative depending on the context. Francis Bacon’s Empiricism or otherwise known perception, is the process of arriving at the truth through sense experience.[4] People use their five senses to arrive at a truth, however depending on the context, the exact same senses can make that truth false. An example that happens to me frequently is; when I look at a shirt, to me it looks black, but then when I put it under a stronger light and look at it carefully it often turns out to be dark blue. It doesn’t mean the senses are â€Å"faulty† or can’t be trusted, but the observation; truth, arrived from the use of perception, isn’t congruent when the context is changed. Another very bizarre example that happened to me last year when I bought my new phone; is before purchasing it, I didn’t know of anybody that had one, but as soon as I had it in my pocket I started realising that a lot of people around me had it as well. Language is the use of characters, symbols, images and sounds as a means of communicating a message.[5] We assume that language is a truth, as we have a general consensus of the different characters, symbols, images and sounds in language. However once again the truth is challenged with the â€Å"context is all† axiom, where in certain cases the truth behind language doesn’t stand. My father told me the following example; when Vice-President Richard Nixon, at the end of the 1950’s was visiting Colombia, he used the commonly known â€Å"OK† hand sign, denoted with a circle formed by the thumb and the first finger, with the remaining three fingers outstretched, to which the Colombian people, thought they were being called assholes. Rene Descartes’ Rationalism is the use of reason, be it inductive or deductive to logically arrive at the truth.[6] Descartes used reason to arrive at his famous; ‘Cogito Ergo Sum’, I think therefore I am.[7] He was asking the question â€Å"How do I know I exist ?† and he deduced by no more than reason that it all boiled down to; I doubt that I exist, therefore I think, ergo I am.  When I first heard this deduction, it seemed to me that it was flawless. However I remember looking around the room I was in at the time; I realised that objects such as the chairs, tables and even trees to an extent, couldn’t deduce their existence like Descartes did, therefore according to his deduction they wouldn’t exist. Once again I came to the conclusion that context will undermine truth.

How to Write a Letter of Recommendation

Writing a letter of recommendation is a big responsibility that could determine the future of an employee, student, colleague, or someone else you know. Letters of recommendation follow a typical format and layout, so it is useful to understand what to include, things to avoid, and how to get started. Whether youre requesting a letter or writing one, a few helpful tips will make the process much easier. What to Include When  writing a recommendation, it is important to craft an original letter  that is unique to the person youre recommending. You should never copy text directly from a sample letter—this is equivalent to copying a resume from the internet—as it makes both you and the subject of your recommendation look bad. To make your recommendation original and effective, try including specific examples of the subjects achievements or strengths as an academic, employee, or  leader. Keep your comments concise and to the point. Your letter should be less than one page, so edit it down to a couple of examples that you think will be the most helpful. You may also want to speak with the person youre recommending about their needs. Do they need a letter that highlights their work ethic? Would they prefer a letter that addresses aspects of their potential in a particular area? You dont want to say anything untrue, but knowing the desired point of focus can inspire the content of the letter. Employer Recommendation   The sample letter below shows what might be included in a career reference or employment recommendation. It includes a short introduction highlighting the employees strengths, a couple of relevant examples in the two main paragraphs, and a simple closing. Youll notice that the recommender provides specific information on the subject and focuses heavily on her strengths. These include solid interpersonal skills, teamwork skills, and strong leadership capability. The recommender also includes specific examples of achievements (such as an increase in profits.) Examples are important and add legitimacy to the recommendation. Also, notice that this letter is similar to a cover letter you might send along with your own resume. The format mimics a traditional cover letter and many of the keywords used to describe valuable job skills are included. Try to address the letter to the specific person who will be reading it if at all possible. You want the letter to be personal. To Whom It May Concern:This letter is my personal recommendation for Cathy Douglas. Until just recently, I was Cathys immediate supervisor for several years. I found her to be consistently pleasant, tackling all assignments with dedication and a smile. Her interpersonal skills are exemplary and appreciated by everyone who works with her.Besides being a joy to work with, Cathy is a take-charge person who is able to present creative ideas and communicate the benefits. She has successfully developed several marketing plans for our company that have resulted in increased annual revenue. During her tenure, we saw an increase in profits that exceeded $800,000. The new revenue was a direct result of the sales and marketing plans designed and implemented by Cathy. The additional revenue that she earned helped us to reinvest in the company and expand our operations into other markets.Though she was an asset to our marketing efforts, Cathy was also extraordinarily helpful in other areas of the company. In addition to writing effective training modules for sales representatives, Cathy assumed a leadership role in sales meetings, inspiring and motivating other employees. She also served as a project manager for several key projects and helped to implement our expanded operations. She has proven, on several occasions, that she can be trusted to deliver a completed project on schedule and within budget.I highly recommend Cathy for employment. She is a team player and would make a great asset to any organization.Sincerely,Sharon Feeney, Marketing Manager ABC Productions What to Avoid Just as important when writing a letter of recommendation is knowing what not to include. Consider writing a first draft, taking a break, then coming back to the letter for editing. See if you spot any of these common pitfalls. Do not mention personal relationships. This is particularly true if you employed a family member or friend. Keep the relationship out of the letter and focus instead on their professional qualities. Keep the dirty laundry to yourself. If you cannot honestly recommend an employee because of past grievances, its best to decline the request to write a letter. Try not to embellish the truth either. The person reading your letter is trusting your professional opinion. Think about the honesty you would expect in a letter and edit out anything that may be overindulgent. Leave out personal information. Unless it has to do with someones performance at work, its not important.   Style Trying to use a 12-point font if the letter will be printed out to make it easy to read. If you must reduce the size to keep the letter to one page, dont go below 10 points. Use basic typefaces as well, such as Times New Roman, Arial, Helvetica, Calibri, or Garamond. Use single space, with a space between paragraphs.