Many studies have been made to document problems and challenges in teaching English language learners. The need for research and documentation needs improvement to promote awareness and address challenges. The lack of proper documentations can lead to confusion among students. One worry educators have is tendency for students to become overwhelmed and become distracted from the English learning lessons which may further lead to withdrawal from classroom participation.
English language learners struggles to learn the language which cause frustration not only among students but their teachers as well. One problem posed is that learning English in an English setting can double the struggle. However, the argument is that teaching the language in its own setting should be helpful as students can practice speaking assuming roles of a native speaker. But other teachers think otherwise stating that explaining English language using the local dialect helps students more because English words are explained and understood through a language familiar to them.
Students have a better stand on learning the English language when it is taught using local dialects. English words are translated to its local form or vice versa. Also, teachers are able to define, describe, and explain the words and how they are to be used as well as synonyms which can be used in lieu of them. Students are able to understand the contextual meaning of the English words.
The loophole is that when one observes learning English at this setting, the students appear less competent than they really are. This is because lessons are discussed in a local language when students are expected to be using the English language being taught to them.
However, this is not really the case. Students tend to appear less fluent but the fact that they are able to fully comprehend and explain the contextual meaning of the words or stories may impress observers. Eventually, fluency in speaking follows after comprehension is polished.
Many research shows the rate at which English language instruction should be introduced should be guided by theoretical issues and even political issues involving bilingual education. It is crucial to consider the kind of bilingual program model and the language of instruction employed to lessen, if not totally overcome the challenges.
References:
August, D., & Shanahan, T. (Eds.) (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
De Houwer, A. (July, 1999). Two or more languages in early childhood: some general points and practical recommendations. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics.
Moos, R. (2009) Evaluating educational environments: procedures, measures, findings and policy implications. San Francisco: Jossey-Bass.
By: Ms. Mary Ann B. Calma | Teacher III | BEPZ Elementary School | Mariveles, Bataan
