Running head: ASSIGNMENT 4

Kaoutar Salhi
Assignment 4
ESL 4

ASSIGNMENT 4

Introduction
An effective teacher of English Language Learners shall have a firm understanding of the
difference between the primary stages of first language acquisition and second language
acquisition. This essential knowledge also includes an understanding of early childhood
educational psychology. It is natural for a child to acquire oral speaking and listening ability of
his or her native language. However, the L2 language acquisition process is very challenging.
However, an effective teacher of English Language Learners understandings best practices of
transferring students native language understandings into a second language. Educators of ESL
students shall have a goal of achieving L1 and L2 transfer. To achieve this goal educators must
have a firm understanding of both English and an ESL students native language and
corresponding structural characteristics. Often teachers of ESL students, who in most cases are
native English speakers, are unaware of subtle differences that can cause an English Language
Learner a great deal of confusion and frustration.
ESL Teaching Method 1
Teaching Method: Avoiding Definite and Indefinite Article Confusion L1 and L2 Transfer
Snape, N., Pilar Garcia-Mayo, M. D., & Gurel, A. (2012). LI transfer in article selection for generic
reference by Spanish, Turkish and Japanese L2 learners. International Journal of English Studies,
13, 1-28.

A common error second language learners face when learning English is the fluent and
correct usage of definite and indefinite articles which native English speaking students learn
from oral childhood speech. Since a students native language most likely has a different
language pattern for definite and indefinite articles, a keen understanding of a students language

ASSIGNMENT 4

and English in comparison to similarities and differences is essential. According to a 2013

research study titled LI transfer in article selection for generic reference by Spanish, Turkish and
Japanese L2 learners, which was published in the International Journal of English Studies,
different language have different patterns using or in some cases not using definite or indefinite
articles which affect how an ESL teacher should develop language intervention strategies
(Snape, Garcia-Mayo & Gurel; 2013). According to the study, Native Spanish speaking students
can easily relay on L1 knowledge for understanding the use of definite and indefinite articles
while native Turkish and Japanese speaking students struggle in this regard (Snape et al, 24).
Thus, when working with students of varying language origins, it is a best practice of teaching to
ensure that educators are aware of subtle differences such as the difference between definite and
indefinite articles that can cause a great deal of confusion of English Language Learners.
ESL Teaching Method 2
Fung, I. (2001). L1-assisted reciprocal teaching to improve ESL students comprehension of
English expository text. Learning and Instruction, 13(1), 1-31.
Teaching Method: Reciprocal Teaching
An effective reading intervention useful in a small group setting is reciprocal teaching.
Teachers model thinking and then guide students to develop and lead their own small group
circles. This technique is often used in literature circles or book clubs. Book clubs or literature
circles are effective with both heterogeneous and homogenous reading ability levels. ESL
students, in an inclusion or push-in setting would benefit from reciprocal teaching or literature
study groups with native English language students. When students lead small group discussions
with their peers, they develop and extend their cognitive thinking abilities.

ASSIGNMENT 4

Reciprocal teaching, in particular, has been shown to be a feasible method of teaching

cognitive and metacognitive strategies for reading comprehension to poor readers even
before they are fully able to decode (Brown and Palincsar, 1985 and Le Fevre, 1996).
The reading difficulties experienced by young and slow learners whose first language is
English are quite similar to those of ESL students (Klingner and Vaughn, 1996,Miller
and Perkins, 1990 and OMalley and Chamot, 1990). Hence, ESL students might also
benefit from reciprocal teaching (Fung, para. 3)
ESL Teaching Method 3
Hansen-Thomas, H. (2008). Sheltered instruction: Best practices for ELLs in the mainstream.
Kappa Delta Pi Record, 44(4), 165-169. Retrieved from
http://search.proquest.com/docview/232032029?accountid=12085
Teaching Method: Sheltered Instruction
.

Sheltered instruction is another best practice of teaching English Language Learners.

This article supports the use of sheltered instruction in a mainstream or inclusion setting. Key
components of sheltered instruction include cooperative learning, academic language explicit
instruction, using a students native language as a bridge to learning (L1 to L2 transfer), use of
hands-on activities, and other best practices (Hansen-Thomas 166). According to the article,
when teachers are provided effective ongoing professional development regarding understanding
and implementation students benefit (both ELL and native English Language Learners) from
sheltered instruction (168).
ESL Teaching Method 4
Pang, Y. (2013). Graphic organizers and other visual strategies to improve young ELLs' reading

ASSIGNMENT 4

comprehension. New England Reading Association Journal, 48(2), 52-58,88. Retrieved

from

http://search.proquest.com/docview/1348282157?accountid=12085

English Language Learners, as well as native English Language Learners, benefit from
effective scaffolds such as graphic organizers to support their writing and reading. These
scaffolds help students develop their ideas in an organized manner. Narrative stories can
especially pose difficulties to English Language Learners. Many ELLs have difficulty
comprehending fiction. According to the research article, it is suggest providing ELLs students
graphic organizers to support comprehension of story facts, problem, resolution, and other story
elements (Pang 54).
ESL Teaching Method 5
Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral fluency: The
neglected component in the communicative language classroom. The Canadian Modern
Language Review/La Revue Canadienne Des Langues Vivantes, 66(4), 583-606.
Retrieved from http://search.proquest.com/docview/772289198?accountid=12085
Teaching Method: Targeted Fluency Instruction
The link between reading fluency and reading comprehension is vital for effective pupil
reading development and progress. Often, ESL interventions focus on isolated skills based
instruction without targeting fluency instruction. While more educators are incorporating
fluency instruction into their practice, more professional development is needed to improve
teacher understanding and effectiveness regarding the vital role fluent reading has in overall
pupil literacy development. According to the article, research suggests that a key component of
fluency instruction is missing amongst common ESL teaching practices.

ASSIGNMENT 4

The findings indicated a heavy emphasis on free-production tasks in both learner and teacher
resource books, with less focus on the use of formulaic sequences, rehearsal, and repetition.
Learner texts were sorely lacking in consciousness-raising activities; furthermore, fewer than
half of the teacher resource books included these. We describe types of oral fluency instruction
that can be integrated into L2 classes to address these deficiencies (Rossieter et al, 583)

ASSIGNMENT 4

References
Fung, I. (2001). L1-assisted reciprocal teaching to improve ESL students comprehension of
English expository text. Learning and Instruction, 13(1), 1-31.
Hansen-Thomas, H. (2008). Sheltered instruction: Best practices for ELLs in the mainstream.
Kappa Delta Pi Record, 44(4), 165-169. Retrieved from
http://search.proquest.com/docview/232032029?accountid=12085
Teaching Method: Sheltered Instruction
.

Sheltered instruction is another best practice of teaching English Language Learners.

Pang, Y. (2013). Graphic organizers and other visual strategies to improve young ELLs' reading
comprehension. New England Reading Association Journal, 48(2), 52-58,88. Retrieved
from http://search.proquest.com/docview/1348282157?accountid=12085
Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral fluency: The
neglected component in the communicative language classroom. The Canadian Modern
Language Review/La Revue Canadienne Des Langues Vivantes, 66(4), 583-606.
Retrieved from http://search.proquest.com/docview/772289198?accountid=12085
Snape, N., Pilar Garcia-Mayo, M. D., & Gurel, A. (2012). LI transfer in article selection for
generic reference by Spanish, Turkish and Japanese L2 learners. International Journal of English
Studies, 13, 1-28.