Disucssion question about teaching ELL learners in their own langauge, Essay

Disucssion question about teaching ELL learners in their own langauge, and do i - Essay Example In practice, this is a complicated question. Too often, students are taught exclusively in their native language, and never encouraged to learn the new language. Research bears out, it takes years to develop an understanding of a new language, so it is beneficial for the student to continue learning in their home language and allow time to solidify knowledge in the new language. One has to ask, does bi-lingual education mean teaching all ELL learners in predominant ELL language of the geographical area? If not, then how could students of more obscure languages find adequate instruction; surely, not all public schools can accommodate Vietnamese or Russian students without greatly sacrificing the quality of instruction. In theory, I don’t think there should be a question of whether it’s necessary. A democratic society doesn’t have to ask if it â€Å"believes† in multi-culturalism, as pluralism is inherent in the very foundation of our republic. What I know, is that by not encouraging bi-lingualism and progressively defined education, our nation will distinguish the flame of creativity that has carried America to international prominence over the last two

Intercultural communication in language class of culturally diverse Essay

Intercultural communication in language class of culturally diverse students - Essay Example The aim of this paper is to present two case studies identifying two major issues that come in the management of inter-cultural learning for students (World Bank, 2010). The study will be focused on the barriers among students of various cultural backgrounds. It will also elaborate how these students as learners of English as Secondary Language (ESL) respond to the difficulties? The study is comprised of two case studies and will incorporate the case scenario, its discussion and critical evaluation for each case study and will conclude with a formal conclusion. In the English language class one third of my students were from China including Zhang Li, and the rest were mixed of various nations. In learning English language class, the Chinese students were tend to be shy, introvert and reserved. They were poor in communication other students and with instructors and not very often participate in the class discussions. All members of the Chinese group including Zhang Li used to live, st udy and play together. Their attitude showed a fear and hesitation in self-expression. They were very conscious of using English as a medium of interaction. They tend to ignore the cultural aspects of the language and often confused while using phrases and explaining contexts. Moreover, all the Chinese and in particular Zhang Li, felt chauvinistic about their own Chinese culture and were obsessed with fear of interacting with foreign culture. While in English language class their belief on ethnocentrism held them back from developing cultural relations with the American culture and language.