ENGLISH LEARNING

Classroom Management

[Name of Instituition]

Classroom Management

Introduction

The purpose of this study is to expand the boundaries of our knowledge by exploring some relevant facts and figures relating to teaching language as a second language. Teaching ESL is a difficult task and needs various approaches of teaching to be adopted by the teachers to make sure the students grasp the basics of the language. ESL refers to the teaching of those students whose mother language or first language is other than English. The abbreviation E.S.L. is commonly used as shorthand for the phrase "English as a Second Language”. These studies often take place in those countries whose first and official language is English. ESL students are people who belong to some other country and came to live in English speaking nation. They are called "English Language Learners" or ELL (Smith, 2006). The term EFL that is, English as Foreign language, is also used for the same purpose. Teaching ESL is a difficult task and needs various approaches of teaching to be adopted by the teachers to make sure the students grasp the basics of the language (Smith, 2006). In the paper, we will examine the purpose, process and practice of teaching English as a Second Language. We will also assess the content based instruction as well as second language acquisition process.

Process of Teaching English

To be successful, classroom instruction must address the learner's entire development, including physical, socio-emotional, cognitive, and ethical aspects. Language study that divorces language from learners' emotional development may leave the learner unable to express even the simplest emotions in an L2, while failing to develop the L1.

For classroom educators of L2 learners, language instruction, devoid of emotion, could shape how learners envision possibilities of success or failure in school.

It is important to understand how the mind of the bilingual person works if we are to understand how learning processes occur. There are two models describing the mental processes of people speaking more than one language. The first is called model of separate modules and the second model is called the common module (Bress, 2007).

The first model states that the independent bilingual modules have several separate modules, one for each known language. These modules are in contact, but overall, they are autonomous. One can thus imagine that the person has access to only one of its modules during a conversation in a given language. When a word or ...