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Proponents further claim that effective bilingual programs strive to achieve proficiency in both English and the students' home language. Dual language or Two-Way bilingual programs are one such approach, whereby half of the students speak English and half are considered English language learners (ELLs).
While every student's needs are different, one thing holds true, according to Molly Hegwood, who heads the Office of English Learners. "If you're a student that's learning English, your day is ...
As the responsibility of K-12 education sits not with the U.S. Department of Education but with each individual state's State Education Agency (State Department of Education), [12] some public school districts containing large numbers of English language learners (ELLs, notably students who speak Spanish, Chinese, and Navajo) offer bilingual ...
Finally, sheltered instruction helps English language learners improve their language skills in all subjects. Teachers focus on teaching important language skills while teaching regular lessons, helping students succeed not just in school, but in life beyond the classroom. [5] Overall, sheltered instruction makes classrooms more inclusive and ...
The English spelling abilities soon matched those of the English-only students. Ultimately, students did not lose any proficiency in English and were able to develop native-like proficiency in French reading and comprehension but they did not quite reach native-like proficiency in spoken and written French.
The goal of ESL programs is for English-language learners to learn English after having acquired one or more native languages. ESL is a supplementary, comprehensive English language learning program common in English-speaking countries and countries where English has an important role in communication as a result of colonialism or globalization ...
Many of the English language learners are not meeting the English language proficiency level therefore being considered long-term English learners. A long-term English learner is a student in grades six through twelve who has been stuck at the same level of English proficiency for more than two years. [2] The needs of English language learners ...
The authors investigate the effect of using humor as teaching material in the EFL speaking classroom. The focus of their treatment was on using some verbal humor. Their findings suggest that using humor as teaching material in EFL speaking class has a significant influence on the learners’ speaking ability more than normal conventional material.
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