English Learning Syllabus and Model

English Learning Syllabus and Model

Preparing Mainstream Teachers for English Language Learners

In this article a framework was proposed for making the cultural and linguistic foundations of teaching. The framework produces learning within the concept of conventional teaching preparation, in order to influence classroom practices. This framework is designed with the purpose to develop the knowledge, skills and character in the mainstream teachers. It will simultaneously be effective with the native English speakers and with English Language Learners (ELLs). Such knowledge and awareness will result three dimensions which includes the process of learning the second language, the need to set explicit linguistic and cultural goals and the role of language and culture as a medium in learning and teaching (De Jong, 2005).

This designed framework will draw attention to overcome the differences among the preparing teachers for diverse, bilingual programs and for mainstream classroom. The research compares the bilingual teacher's area of expertise and instructional decision making. Moreover, the classroom practices will be important to change the model, expand or for any future support. The gap which exists between Just Good Teaching (JGT) and Effective Language Learning (ELL) instructions will never remain constant.

A JGT approach will not be simply good enough due to increase in the numerous linguistic and cultural diverse learners (De Jong, 2005). It encourages an approach which affects in the success of cultural and linguistic diversity of the schools. With this approach it is expected that the ELLs are explicitly included at all the levels of educational practice and policies and are expected to remain outside the educational mainstream. However, if the students and their needs are included then there will be a great chance that it will meet the learners' educational needs.

Using Sentence Frames to Develop Academic Vocabulary for English Learners

Teaching has become challenging on many levels in today's classrooms. There is need of students' additional instructions, vocabulary and comprehension strategies. English learners (ELs) lack in academic language which is requirement of complex tasks. The teachers and instructors are challenged to develop the English learning instructions in a way to teach and instruct the students according to their requirements (Donnelly, 2010). The English-language Development lessons are designed to meet the English language proficiency levels of the students. It will not be an easy task because the students in classrooms possess different language levels and vocabulary knowledge where implementing ELD throughout the curriculum will be very challenging.

However, it was considered to teach the ELD program as instructional program and training apart from the curriculum structure where it will be necessary for the students to participate in both the areas. In such way it will meet the requirements of the students to comprehend the expected with the skills to think, talk and writing concepts. Therefore, in the end it comes to English learners to practice their language and academic English to become more fluent because they may not learn only by listening to the teachers (Donnelly, 2010).

The strategy was implemented to develop the sentence frames, ...