However, the international students also face a lot of challenges in their lives, such as language barriers, financial problems, and the social networks. Language issues are the earliest and the most important problems for the international students. According to Maureen Snow Andrade, “Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills and educational background.” Before we came to the U.S, most international students must take the IELTS or TOEFL to test their English level to attend the new school. However, the international students use English only for passing the test; they would not use English in their countries.
In the Back-to-School Night speech given, there are several instances when the teacher shows sensitivity to the parents of students in the classroom. First, she shows sensitivity by having translators present during the speech. Second, by writing and handing out a document that explains her grading policy, classroom rules, et cetera, she ensures that the parents will have the document support what they are learning about the classroom at Back-to-School Night. Third, she shows sensitivity by giving more than one way of contacting her should parents have questions. Having the translators present is important because many parents are English language learners.
Code Mixing and Code Switching in Bilingual Educational Program of English Department Student of UNJ Most of students who are used to speak English and Indonesian in speaking class are open and familiar with bilingualism. The students always use their national language to communicate but it is not impossible for them to use English outside the speaking class in order the communication between them. However, it is not always happen when bilingualism is used in certain speech community like speaking class community. That is the reason that influences the students use code switching and code mixing. Khmert, Yim, Nett, Kan & Duran (2005) stated that code switching is an effective communication mode available to proficient bilingual speaker for interaction between other individual who share both language.
From my past experience, I think that there are two main factors that have the biggest impact in my acquisition of a second language which are motivation and self-confidence. I did not think that I receive a great deal of motivation from the people surrounding me to speak in English. This is because they often avoid me when I use English during a conversation with them in my high school years. There are even fewer teacher that encourages us to use the language itself maybe because they have a low proficiency in English. For instance, I would only get motivated and motivation from my classmates when we are having speaking test or other communication-related test.
“Bilingual education programs are largely a failure” says Linda Chavez she goes to say that “students who are placed in bilingual programs often and up illiterate in both their native language and English.” Which is a very good thought because if you think about it, it takes most Americans a long time to be literate in just English. So you might be able to teach a child there native language and English. But how well are they going to be able to us it in the right terms. In the long run of their education will they be able to use both languages the right way. “The reason bilingual education is failing so many of Americans students is because it relies on a flawed theory.” Said Chavez, “This theory states that to become fully proficient in a new language, a student first must be literate and proficient in his or her native language.” In other wards what she is trying to say in that non-English-proficient children have to first be taught how to read and write in their own native language for at least a five to seven year program.
11). For some students, learning and understanding are not their goal of education. They come to class just to get a certificate. This thinking affects students’ behaviour because they only need to finish the assignment or to get the grade. Crawford Kilian writes in her article “Plagiarism for beginners” about this attitude of students: You are in school only to get a non academic job.
Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.’ Teachers, parents and students alike would agree with this sentiment. It explains why English is so highly respected within the school curriculum and a C grade or above at GCSE English is required for access to further and higher education. Employers in the majority of sectors would view a qualification in English as a determining factor on whether a candidate was suitable to take up a position in their organisation. The results that a school achieves in English are also a key indicator for parents of future students. They will use them as a guide as to whether it will be a school able to provide the
English language learners, or ELLs are those students who are not yet proficient in English and who require instructional support in order to fully access academic content in their classes. Unfortunately many teachers are not well informed of how to address the needs of second language learners, much less had special training in ESOL strategies (English Speakers of Other Languages) or bilingual education, yet they are faced with the challenge and responsibility of educating these children. Even the most committed teachers cannot provide high quality education without appropriate skills, knowledge and resources. The advantages of a bilingual education have been researched and well
If more homework was to be assigned to students, would they necessarily achieve more? Mr. Rauch states that, “…for the most part, American Students don’t do much homework.” (As cited in Spatt, 2007, p. 187) If American students in fact don’t do much homework, how come teacher says that there is homework assigned to do? Are the students not attempting to do it or are they not bringing the work home, instead, doing it all at school, or even completely ignoring the fact that there was work to be done. He also argues that the length of the school year and length of how long students are in class per day is below what it should be. Also, that the “typical American student puts in less than half as much time on academic subjects as do students in Japan, France, and Germany.” (As cited in Spatt, 2007, p. 186) Rauch is very adamant about students receiving more homework because, from his research, the “United States ranked near the bottom, tied for next-to-last position” (As cited in Spatt, 2007, p. 187) on their study time.
Instructors have to come up with ways to show the adult learners that they can examine their text to form their own opinions and help the student link their coursework in one class to another so that they can feel that there is a relevant purpose to learning the text and putting in the time. Instructors can also help by giving detailed, step-by-step directions. It helps an adult learner to know exactly what they are doing and what they are being graded on. Adult learners are more likely to respond to a detailed syllabus due to the fact that they have made the choice to return to school and so they are going to be more