The world is changing rapidly; people around the world are more interconnected than ever. They travel to all parts of the globe and communicate with each other for business, politics, social, academic and private purpose. Trade, ideas, knowledge, and technology flow from place to place, and a common language is essential to maintaining and improving the stream of communication (Nwaila 1997). All these trends have sparked great interest of second language learning all over the world. It seems that in this era, the mastery of a second language especially English as a Second Language, which is regarded as an international language in common use, is extraordinarily necessary. Based on this reality, many researches, aiming at finding the most efficient and effective way of learning English, have been conducted. Bilingualism has always been a hot topic in teaching English as a foreign language (EFL) and English as a second language (ESL) because bilinguals are present in every country of the world, in every social class and in all age groups.
Table of Contents
1. Introduction
2. Literature Review
3. What are the Characteristics of Effective Learning Environment?
4. Language of Instruction
4.1 English Only Instruction
4.2 Bilingual Instruction
5. Using L1 in the Classroom
5.1 Advantages of Using L1 in the Bilingual Classroom
5.2 Disadvantages of Using L1 in the Bilingual Classroom
6. Assessment of Bilingual Students
7. Conclusion
Objectives and Topics
This work explores the foundational elements of creating effective learning environments for bilingual and ESL students, focusing on the role of motivation, language of instruction, and the strategic use of the first language (L1) in the classroom.
- The importance of classroom emotional climate and student motivation in language acquisition.
- Distinctions between English-only and bilingual instructional models.
- Benefits and challenges of integrating the native language (L1) into second language instruction.
- Best practices for the assessment of bilingual students to avoid misdiagnosis.
Excerpt from the book
Using L1 in the Classroom
People discuss whether it is best to use L1 classrooms or not. Should you or should you not use L1 in classroom? This question divides EFL/ESL teachers whether they are for it or against it and there are few who do not have a strong opinion about it.
Some say, teachers should avoid using L1 in the classroom and use only English because maximum exposure to English allows learners to get used to the new sounds and to develop their listening skills as well as discouraging them from translating. Others say that the use of mother tongue in the classroom is a neglected issue and significant attention should be given to its role in the classroom because the right use of L1 would help them in teaching and learning process and it would not reduce students’ exposure to English.
In considering using L1 in the classroom, it is assumed that the teacher has a good command of the students’ mother tongue. Another assumption is that all the learners in the classroom have the same L1.
Summary of Chapters
Introduction: This chapter highlights the necessity of mastering English as an international language due to globalization and introduces the core theme of effective bilingual teaching.
Literature Review: This section examines the impact of emotional climate and student motivation on academic progress, citing key studies on learning environments.
What are the Characteristics of Effective Learning Environment?: It discusses how effective environments must go beyond language outcomes to support the holistic education of the child through authentic, meaningful contexts.
Language of Instruction: This chapter outlines various programmatic approaches, differentiating between English-only submersion and dual-language bilingual models.
Using L1 in the Classroom: This chapter debates the pedagogical validity of using the native language, providing a balanced view of its advantages and potential drawbacks.
Assessment of Bilingual Students: It emphasizes the need for objective, multi-dimensional assessment strategies to ensure bilingual students are not incorrectly labeled with special needs.
Conclusion: This final chapter synthesizes the factors of means, opportunities, and motives as critical pillars for school systems to support second language acquisition.
Keywords
Bilingual Education, ESL, Second Language Acquisition, Classroom Environment, Student Motivation, Language of Instruction, First Language (L1), Instructional Strategies, Language Proficiency, Educational Assessment, Cognitive Development, Immersion, Submersion, Bilingualism, Teacher Coaching.
Frequently Asked Questions
What is the primary focus of this research?
This research focuses on the identification and implementation of effective teaching strategies and environments specifically tailored for bilingual and ESL learners.
What are the key themes addressed in the text?
The work covers classroom motivation, the distinction between English-only and bilingual instructional models, the strategic role of the L1, and assessment practices for bilingual students.
What is the ultimate goal of the authors?
The goal is to determine how schools and teachers can create an authentic, supportive environment that provides the necessary motivation for successful second language acquisition.
Which methodology is applied in this study?
The paper utilizes a comprehensive literature review, synthesizing research findings from international scholars to advocate for specific pedagogical practices.
What does the main body of the work cover?
It covers theoretical principles of the learning environment, comparisons of different programs for teaching English, and detailed arguments regarding the use of the native language in classrooms.
Which keywords best characterize this work?
The core keywords include Bilingual Education, Student Motivation, Learning Environment, L1 Integration, and Second Language Acquisition.
What does the text conclude about the "English Only" approach?
The authors suggest that while "English only" is appropriate in specific international settings where a common L1 does not exist, a limited use of L1 can be a valuable tool for clarification and support in other contexts.
How should teachers approach the assessment of bilingual students?
The authors argue against relying solely on standardized testing, suggesting instead a multi-dimensional approach that includes portfolios, observation, and consideration of cultural/linguistic backgrounds.
What distinguishes Canadian Style instruction from Submersion?
Canadian Style aims for bilingualism by adjusting instruction to student ability, whereas Submersion, or "sink or swim," aims primarily for assimilation into the L2 with no support in the L1.
What are the 'means, opportunities, and motive' as described by Kohnert?
These are the three most important factors in sequential bilingualism: means refer to internal resources, opportunities refer to social/environmental factors, and motive refers to the learner's personal desire to acquire the language.
- Quote paper
- MEd Feriha Ramadan (Author), Yeşim Ünal (Author), 2009, Effective Schools and Classrooms for Bilingual and ESL Students, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/187079
