Oil on board, Humans have speculated about the origins of language throughout history.
Conclusion Children from families in which English is not the language of the home represent a rapidly increasing percentage of students enrolled in U. Language minority students can be found in schools across the country, not just those in large cities or in areas near the U.
All schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.
The effectiveness of various program models for language minority students remains the subject of controversy. Although there may be reasons to claim the superiority of one program model over another in certain situations Collier ; Ramirez, Yuen, and Rameya variety of programs can be effective.
The choice should be made at the local level after careful consideration of the needs of the students involved and the resources available. ESL program models ESL programs rather than bilingual programs are likely to be used in districts where the language minority population is very diverse and represents many different languages.
ESL programs can accommodate students from different language backgrounds in the same class, and teachers do not need to be proficient in the home language s of their students. ESL pull-out This is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language.
ESL class period This is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit.
They may be grouped for instruction according to their level of English proficiency. The ESL resource center This is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher.
Bilingual program models All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background.
Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. Early-exit bilingual programs These are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom.
These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade.
Two-way bilingual programs Also called developmental bilingual programs, these group language minority students from a single language background in the same classroom with language majority English-speaking students.
Instruction is provided in both English and the minority language. Students serve as native-speaker role models for their peers. Two-way bilingual classes may be taught by a single teacher who is proficient in both languages or by two teachers, one of whom is bilingual.
Other program models Some programs provide neither instruction in the native language nor direct instruction in ESL. However, instruction is adapted to meet the needs of students who are not proficient in English.
Sheltered English or content-based programs These group language minority students from different language backgrounds together in classes where teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students.
They may also use gestures and visual aids to help students understand. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language. As in sheltered English and content-based programs, English is taught through the content areas.
Structured immersion teachers have strong receptive skills in their students' first language and have a bilingual education or ESL teaching credential.Conclusion Learn English Language.
The English language English is one of the most important languages in the world. It can even be regarded as the single most important language.
Though other languages are important too, they are not the same as the English language is. Recent Examples on the Web. Kavanaugh has historically applied principles of textualism and originalism to cases — legal traditions that advocate for an interpretation of the Constitution based on the meaning that the text would have had at the time it was written.
— Abigail Simon, Time, "President Trump Picked Brett Kavanaugh for the Supreme Court. What errors?! Your English is better than virtually every native speaker. I don’t think anyone should apologise for their English, no matter how poor, when the majority of native English speakers from the UK, US and Australia (etc) can barely speak any other language.
Conclusion. What we have seen in this course is that the English language is and always has been a diverse entity. It has changed dramatically over the centuries since it first arrived on the shores of Britain from the north of Europe, and these changes mean that the language that was spoken at that time is almost incomprehensible to us now.
English is also the language of science, this means that if someone had an interest in science or wished to have a career in it then learning English is a must. People should remember that English is a fairly easy language to learn, compared to . History and Etymology for conclusion. Middle English, from Anglo-French, from Latin conclusion-, conclusio, from concludere — see conclude.