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Coming from a Korean background and actually participating in ESL programs in America when I was young I found this topic to be particularly interesting and impactful. I think that CERF is one where it can bring a standard but with the different cultural backgrounds find it should be addressed more by community then continental. The US system has this trait where teachers can have more input into the content of the work that they are distributing to students. The article that I chose is one where it focuses on stress for the students and the teachers and why the area of ESL teaching is decreasing. The stress that the students feel through these programs are compounded for the teachers when the results and performance or the students are not reached because of the resources that are available. The teachers take this on and have difficulty employing learning strategies without the appropriate mediums. This article also talked about how they can address these issues and better handle situations for themselves and the studentshttp://exclusive.multibriefs.com/content/overcoming-obstacles-as-an-esl-teacher/education

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Coming from a Korean background and actually participating in ESL programs in America when I was young I found this topic to be particularly interesting and impactful. I think that CERF is one where it can bring a standard but with the different cultural backgrounds find it should be addressed more by community then continental. The US system has this trait where teachers can have more input into the content of the work that they are distributing to students. The article that I chose is one where it focuses on stress for the students and the teachers and why the area of ESL teaching is decreasing. The stress that the students feel through these programs are compounded for the teachers when the results and performance or the students are not reached because of the resources that are available. The teachers take this on and have difficulty employing learning strategies without the appropriate mediums. This article also talked about how they can address these issues and better handle situations for themselves and the studentshttp://exclusive.multibriefs.com/content/overcoming-obstacles-as-an-esl-teacher/education

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I had never heard of the CERF (Common European Framework of Reference for Languages) before the readings and video this week. I have mixed feelings about it. Language can definitely be subjective, but should there be things that actually compare how we talk to others? For educational purposes, this is probably suitable, but outside of that, I think it is unnecessary. Different cultures and areas of the world have different ways of speaking and dialects and sayings as well, who is to say one is more important or more educated than the other in terms of our tongue. As for the other educational strategies in Spain, I was very impressed and do think they have a leg up on America and our school system. I think becoming an ESL teacher is something I am interested in and something that has a need for in the United States more than ever these days. The article that I found, it is a presentation actually, something that stuck out to me in regards to teaching ESL and the strategies with it, is incorporating reminder words. Students cannot be accepted to fully learn a language without having help and having connections and words that remind them will establish pre-connections and things to make it a little more flexible for the learners.

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I found it interesting in the way that the grades were set up. They are pretty much in the same standing as our school age system here in the states. It was great to see that most of the education was paid for and if a parent was wanting a better place for their child’s education, they are able to determine where they want them to go. The article about how the students were protesting homework caught my attention. During the weekday it is understandable to have homework, but over the weekends is when a student should be able to rest their minds of all that constant work. I also liked how the parents of these students were supportive of their children taking a stand of the amount of homework that needed to be done over the weekend. It does take a lot of time to get the work done on their own and then having to continue the next day can be very draining to the body. As to being taught English, it was also interesting to read that in a more effective way to help students learn English, they hired English speaking teachers who didn’t speak Spanish. I find this to be reasonable because of the way one is able to listen to the way the speaker uses words that are up to date.

The article I chose talks about how they utilize videos, photographs and drawings in their teaching methods to those learning English as their second language. The teachers use a lot of repetition and demonstrations as their primary tools.

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ESL is a common abbreviation used in schools and it stands for "English as a Second Language." Schools will often use the term ESL when describing the programs that educate students who are not native English speakers and for describing the 'ESL students' themselves.

ESL classes are also available for adults through various community programs.

Many schools will place children in an ESL program if their non-English speaking family recently immigrated to the United States or if a foreign exchange student needs extra help learning the language. It is designed to give these children special attention while learning English so they can integrate into a regular classroom.

The amount of time that a child will spend in an ESL program will depend on the child's grasp of the English language.

New students who know little or no English may spend most of the school day in an ESL class at first. Teachers will integrate the kids into a regular classroom as they become more proficient.

Students who understand and can speak basic English may begin with only an hour or two in an ESL program per day and spend the rest of the time in regular classes.

Teachers and their aides in an ESL program do not have to know every native language of the ESL students in their classrooms. Over time, they may pick up a few words from their students, but the primary focus is teaching the kids to speak, read, and understand English.

Many ESL programs go beyond language as well. Most will help immigrant children adjust to American society and culture. The kids can often take these lessons home to share with their parents.

Teachers who take part in a school's ESL program are trained in specific techniques and tools to help their students learn English. It is not much different than an English-speaking student learning to speak Spanish, French, Chinese or any other foreign language.

An ESL class is different because it often includes students who speak a variety of languages. The teacher must use techniques that all of these students will understand.

Pictures are one of the most used tools because most children know, for example, what a dog, flower or a car looks like. Drawings or photographs can help students associate those objects with the English word, no matter what their native language is.

Many ESL programs will also use computer software to help students learn English. The Rosetta Stone series is a perfect example because students can progress through the lessons as they learn.

Each ESL program will have different teaching methods and tools at their disposal. They will also have different standards for a student's evaluation as they progress. The goal for all of them is to help students learn English as quickly as possible so they can join their peers in a regular classroom.

ESL is just the first abbreviated term associated with students who are learning English. Here are a few more terms that you may find when working with an ESL program.

ELL (English Language Learners) - Refers to students who are not yet proficient in English but are in the process of developing their skills. This is a commonly used term in K-12 education.

EFL (English as a Foreign Language) - An abbreviation used to describe students learning English while living in their own country. For example, a Chinese student living in Beijing who is studying English.

ESOL (English to Speakers of Other Languages) - This abbreviation is often used for adult learning and college students whose native language is not English. Many colleges and community organizations will offer 'ESOL' classes rather than use the term ESL. These are valuable for adults who need to learn English for work or higher education.

EFOL (English for Speakers of Other Languages) - Used less often than ESOL, but essentially has the same meaning.

TESL (Teaching English as a Second Language) - Commonly used abbreviation referring to teachers of ESL or ESOL classes.

TEFL (Teaching English as a Foreign Language) - Used when referring to teachers of English working in countries where it is not the primary language. This can include teachers working in international schools or those hired to teach English to employees or staff of international businesses and organizations.

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Learning English Is Important to Every ESL Student

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ESL is a common abbreviation used in schools and it stands for "English as a Second Language." Schools will often use the term ESL when describing the programs that educate students who are not native English speakers and for describing the 'ESL students' themselves.

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I have always thought about the fact that countries all over the world make it a necessity to learn English. They begin incorporating into school at such a young age, and it often makes me wish that the U.S. would do the same thing with a second language. If there is no second language being used at home then people typically don't have a chance to learn one until classes are offered in high school, as this is exactly what happened to me. It was interesting to read about whether or not there was a preference for English native speakers. I agree that although they are up to date in speaking, it is still just as important to know how to teach English as a second language to those trying to learn. I would think that the best combination is a teacher who has studied the language and has immersed themselves in the culture enough to be able to explain how and why the language is used. I was also surprised to read about the homework load young students suffer from, especially during the weekend. At such a young age, it was such a shame to read about how stressed these kids were and how late they would stay up just to finish their homework. It was even more shocking to read that the heavy homework load did not translate into high test scores. The link I have provided discusses a couple tips on how to teach ESL.

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As a volunteer ESL instructor and tutor, my methods have frequently been grounded in traditional worksheet and conversation exercises. Often, my older students are working towards dual fluency in English and technology, while my younger students are "native users" of computers and smartphones. English mastery-and more importantly, confidence-is still built on a solid foundation of speaking, speaking, speaking, but I relish the opportunity to introduce technology into my lessons.

Why? Well, it shakes things up and adds to the fun! Most significantly, using technology can help bridge demographic gaps between students and target the classroom work and skill acquisition I value: personally customized instruction, engaging group work, and lessons that keep the class on-track.

Here we've collected some ideas that add energy, current events, and technological fluency into the mix for ESL students.

1. Learning Through TED Talks

Many conversational scenarios in the ESL classroom rely on common sense conversational set-ups: asking for directions or introducing oneself and giving pertinent biographical details.

TED, through its new partnership with National Geographic and Cengage Learning, provides learning scenarios that do something more: encourage students to discuss ideas. The three organizations have teamed up to design three different curricula that address basic language skills, reading (including charts and graphics), and business English. Combining online materials and complementary workbooks, the programs foster the same skills as traditional instruction, including grammar, listening, speaking, and writing.

However, these programs look beyond the classroom setting to engage students with the world itself. For instance, in these cool examples, a talk about an interspecies internet gets turned into a lesson on naming the senses, and students can brainstorm their own ideas about community engagement after being inspired by stories of TED talkers doing the same. All in all, the TED approach reminds us that English language learning is a 24/7 practice, and is not restricted to nuts and bolts.

2. Pocketing Learning With Targeted Language Apps Like Duolingo

The benefits of using apps to teach ESL are manifold. For one thing, many of them are free, and for another, a number of your students already own a smartphone: they're carrying around a portable learning tool and they don't even know it!

Of course, there are many apps vying for the "Best Language Learning App" crown-of these, Duolingo is currently the one with the most buzz. Racking up an astounding 20 million active users since its launch, the app relies on a set of game-like lessons that "unlock" new skills in a series of escalating difficulty. The app also gathers data about users as they go, assessing their patterns of error and acquisition. In an interesting twist, it crowd sources translations-that's how the service remains free. With some promising studies that reveal users completing a college semester's worth of coursework in a speedy 34 hours, Duolingo appears to be more than just a fad-it dangles real incentives to keep logging on.

Recently, Duolingo launched Duolingo Schools, which offers the potential for ESL instructors to track the data on their students in real time via a dashboard. While not a substitute for a full curriculum, the free program can be assigned as homework or extra credit to particularly invested students.

3. Using Social Media...For Good

According to the IACP Center for Social Media, a mind-boggling 1.3 billion active users check Facebook on a daily basis. And Twitter? 2012 stats record an average of 175 million tweets per day. There's no doubt that social media is a global phenomena that touches on all countries and languages. Make this work for your students.

We've already noted that social media can be a great tool for creating classroom community and avenues of communication. In my own ESL classrooms, one of my favorite daily icebreaker lessons is a simple "Idiom of the Day" lesson. Adding in popular social media and texting acronyms like "GTG" and "BTW" is an amusing way to create a relaxed atmosphere and solicit input from students on what they've been noticing (or puzzled by) in interactions with English-speaking friends and family.

If you like to address technology fluency with language fluency in your lesson plans, setting up a simple blogging interface can help with typing and web skills, all while crafting basic phrases or longer paragraphs related to writing prompts. In addition, drafting emails and instant messages blends verbal with written language, providing real-world writing application.

4. Smartboards Are a Smart Choice.

In a setting where ESL students may feel inhibited about speaking up or being called on-sometimes lacking the "right" words-interactive blackboards allow for pointing, drawing, and much more. They are a great solution to inject vitality and teamwork into games and exercises that involve matching, such as grouping verb tenses or parts of speech. I like Smartboards both for groupwork-using teams, for example-and because they prove more stimulating than rote memorization and repetition.

Unlike a traditional whiteboard, smartboards allow you, the teacher, to track responses and learning. Not to mention, syncing your lessons with images, sound clips, and video clips is a great way to model pronunciation, inflection, and real life language scenarios. The boards are also multisensory, incorporating touch, sound, and visual elements-a magic combination that has been shown to increase retention by up to 38%.

5. Utilize online library and reading tools

The internet can be one giant text, if you let it, and lots of savvy sites exist to provide quality interactive content for ELL. This is a perfect opportunity to target autonomous classroom work as well. Young learners can read free, animated stories at Story Time For Me. Intermediate and advanced readers can listen and read along for free to a range of stories and short reports, while another site, Voxy, prides itself on delivering relevant reading choices (i.e. not "The banana is on the table") tailored to each learner.

Using the internet as a vocabulary building tool is also an effective strategy. An online picture dictionary delivers the perfect place to explore, while sparing use of Google Translate can be a good spot for your students to check their own work or satisfy their curiosity. Of course, as with any translation tool, you'll want to emphasize that Translate cannot possibly express the many nuances of human speech.

In Short

It can be almost dizzying to keep up with the new resources that continuously flood the technology marketplace, but we've uncovered some good resources that compile useful and peer-approved ESL teaching tools. Edudemic also reviews great apps so you don't have to-check back here for the latest and greatest!

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5 Creative New Ways to Teach English as a Second Language

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As a volunteer ESL instructor and tutor, my methods have frequently been grounded in traditional worksheet and conversation exercises. Often, my older students are working towards dual fluency in English and technology, while my younger students are "native users" of computers and smartphones.

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I’ve always been curious about how other countries go about second language learning in schools. I have met so many different people from various places in the world where English is not their first language, yet they speak excellent English and for the most part all expressed that they had learned the language throughout school. It was my first time learning about the Common European Framework of Reference (CEFR). I found it fascinating the way the program is conceptualized, applied, and interpreted, at different levels of proficiency. I am curious now what types of similar programs or ranking systems exist for other languages. However, at the same time I thought it was intriguing that Spain has struggled in recent years to most effectively teach foreign languages to it’s students. The project-based language learning method with focus on culture that was tested in Spain’s Catalonia region, I felt was a brilliant approach. As the article stated, it’s harder to learn and memorize material that you are not interested in. Students began improving as they garnered intrinsic motivation through understanding cultural differences. On that note, I am also curious about the benefits and drawbacks of having foreign teachers in a school that’s in a country which the teacher doesn’t speak the language.

This article is very informational as well as interesting. There is a lot to learn still about the many complexities of language learning, teaching, and proficiency

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School district officials in Westminster this year signed an agreement with federal officials to change how they educate students who are learning English as a second language.

Similar agreements have also shaped how districts in Denver, Aurora, Adams 14, and Adams 12 educate their English language learner students. But many people, including parents and district insiders, may still have questions about the various complicated programs and requirements.

Although many of the language-education agreements are years old, most of the issues haven't been resolved. In Adams 14, for instance, parents and advocates have protested a district decision to stop biliteracy programming, and have questioned the district's compliance with its agreement to better serve English learners. District officials have pointed out that their obligation is teaching students English, not making them bilingual.

Now at least one charter school, KIPP, is looking to fill in that programming gap. Many other states have had a number of biliteracy and other bilingual programs at various schools for years, but Colorado has only more recently started to follow those trends.

So what's the difference between the various language programs and services? And what is required by law and what isn't? The following questions and answers might help clarify some of those questions as you follow the news around these issues.
Which students are designated as English language learners? Do parents get to decide, or do schools decide?
Federal guidance requires school districts have some way to identify English learners. Most commonly, districts survey all parents at school registration about their home language and the student's first language. If that survey finds there might be an influence of another language at home, the student must be assessed to determine fluency in English. While the district has to identify all students who aren't fluent in English as language learners, parents in Colorado can choose to waive the federally required services for their children. If so, the district doesn't have to provide special services, but would still be required to monitor that the student is making progress toward acquiring English.
What educational rights do English language learners have?
English language learners have specific rights under the Lau v. Nichols Supreme Court case from 1974 and the subsequent Castañeda standards released in 1981. State laws also outline some requirements for school districts. Specifically, school districts must provide programs for all identified language learners to give them the opportunity to learn English and to access a comprehensive curriculum. The government does not state what that program should be, but provides some standards requiring that any program is theoretically sound and has a research base to support it. The program has to have qualified teachers, and a way to demonstrate that students are making progress in learning English and their academic content. While the civil rights officials consider many details to verify compliance, simply put, school districts have the legal obligation to identify students, serve them in a sound program, and monitor their progress.
What is the difference between bilingual education and "ELL services?"
Bilingual education (which is the program that has the most support for efficacy from the research community) offers students opportunities to learn in their native language while they are learning English. Bilingual programs can vary from short-term, or early-exit programs, to more longer-term developmental programs.

English language learner services do not need to provide opportunities for students to learn in the native language. Most commonly these services only offer English language development classes (generally 45 minutes per day). All other content instruction is offered only in English. ELL services are not bilingual.
What is English language development?
English language development must be a part of any program or model a district or school adopts. It is the class time when students are taught the English language. The government wants to see that English learners are given a dedicated time to learn English, when they are not competing with native English speakers. That means, often, English language development is offered as a time when students are pulled out of class to practice English, or as a special elective period students must take without their English-speaking peers.

The structure of this time period, who has access to it, or who teaches it, are areas commonly cited as problems by the federal Department of Education's Office for Civil Rights.
Do students who are identified as English language learners retain that designation forever? What does it mean to be an "exited ELL?"
They're not supposed to. Students who are English learners should be tested at least once a year to determine their English proficiency. When a student reaches a high enough level, school staff must determine if the student is now fluent in English. If so, the student becomes an "exited ELL." The law requires districts to monitor for two years students who have exited and are no longer receiving services. There are, however, students who do not reach English fluency before graduating or leaving school.
What is the difference between being bilingual and being biliterate?
Bilingual generally refers to oral language in that bilingual people can understand and speak two languages but may not be able to read and write in those languages. Biliterate refers to being able to understand, speak, read, and write in two languages. Many people are bilingual but not biliterate. Biliteracy is considered to be a higher form of bilingualism.
What is the difference between dual language and biliteracy models?
Dual language and biliteracy models share many common components. Both models usually have biliteracy as their end goal for students. Dual language models may be "one-way" or "two-way." One-way programs generally serve students who are designated as English language learners (also sometimes called emerging bilinguals). Two-way dual language programs include students who are native English speakers. The only major difference is that biliteracy models focus on using two languages in the language arts or literacy classes (reading and writing in two languages) whereas dual language focuses on using two languages across the entire school day's curriculum.
What is an immersion model?
Immersion models traditionally are thought of as referring to programs primarily intended for students from the dominant language population to learn a second language. This is different from programs meant to teach English.

While native English students can choose whether or not to learn a second language, students who are English language learners do not have a choice in learning English.
What is sheltered instruction?
This type of instruction takes place in non-dual language schools, during regular content classes (such as math or science), and it's one way schools try to make the content understandable to students who aren't yet fluent in English.

This is especially common in schools where English learners speak a variety of languages. Crawford Elementary in Aurora, for instance, has had up to 35 different languages represented among its approximately 560 students. If there aren't enough students who speak a common first language and also a teacher who speaks the same language as those students, then schools must teach through English, while making the English as accessible as possible.

In practice, this means an English-speaking teacher would use sheltered instruction techniques to help all children understand the lessons such as, physical props, a focus on building vocabulary, and sentence stems.
Denver designates schools as TNLI schools. What does that mean?
Denver created the TNLI label in 1999 to set the district apart from other bilingual program models. TNLI stands for Transitional Native Language Instruction. The Denver TNLI program is a transitional bilingual education program model with a label created just for Denver. It's a model where instruction in Spanish is used to help students learn while they're acquiring English, but still has a goal of making students fluent in English as soon as possible, at which point students move into mainstream English classrooms.
Is one of these models best suited for English learners?
Among researchers, it is commonly accepted that dual language or biliteracy models are the most effective to put English learners on par with their native speaking peers, in the long run.
Why do teachers have to be trained specifically to teach this population of students? What are teachers learning?
Educators and researchers say that teachers need to learn the differences and similarities between learning in one language and learning bilingually. Teachers need to learn about literacy methodology and how teaching literacy in Spanish (for example) is the same and different as teaching literacy in English. They have to learn how to teach English language development to students who are beginning to learn English (it is different than just teaching in English). These trainings also help teachers learn about cultural similarities and differences and about sources of culture conflict. Teachers need to be able to teach children English; how to use English to learn; and how the English language works. In bilingual settings teachers need to learn those three things for two languages. In short, the training needed to be a bilingual teacher is quite different. Colorado will soon require some of this training for all teachers.
What are the challenges districts have in offering these different programs? How do schools decide which type of model to offer?
The demographics of a district's student population, and district politics play a large part in helping a district decide what model or program to use. Resources can also be a factor in deciding how to structure services or what programs to offer. In Adams 14, when the district leadership decided to pause the roll out of a biliteracy program, the district cited a lack of qualified bilingual teachers, among other things.

In Westminster, the school district's unique competency-based approach, which removes grade levels and seeks to personalize instruction, was cited as a reason why the district had structured its English language development the way it had before the investigation by the Office for Civil Rights sought to change it.
Does Colorado provide guidance or oversight for how districts are doing this work?
The Colorado Department of Education offers some guidance for districts, but oversight of the districts' compliance with what is required is limited. In practice, when parents suspect their children aren't educated well, they have filed complaints with the federal government. In Denver, the complaints went through the Department of Justice. Investigations of most other metro-area districts have been conducted by the Department of Education's Office for Civil Rights.

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There are lots of ways schools teach English learners. Here's how it works.

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School district officials in Westminster this year signed an agreement with federal officials to change how they educate students who are learning English as a second language. Similar agreements have also shaped how districts in Denver, Aurora, Adams 14, and Adams 12 educate their English language learner students.

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I knew that teaching styles and educational standards differed from country to country. However, I assumed that Spain's standards and expectations would fall near the standards of the English/UK system. After reading this week's articles, my mindset completely changed. I was kind of uncomfortable reading that students were receiving 3 hours of homework per day and even more than that on weekends. Personally, I was a kid where sit down homework/textbook structured work was not extremely beneficial to my learning. I went to a private international school in Hong Kong that had American standards and during the SARS breakout when I was in about 1st grade, we had to stay home for a few months and we had a list of assignments. Most of these assignments were out of the box and hands-on. For example, we had to create homemade playdough and shape my family out of it. We also had to learn how to cook food and play computer activities. As someone who is around many international students in the US, I know how hard the ESL test can be sometimes. In terms of teaching English and the difference between non-native and native speakers, I've always been someone who supports native teachers to be the ones to conduct a class. I don't appreciate when let's say, a Caucasian individual decides to teach an Asian Studies class or an African Studies class.
https://www.theguardian.com/news/datablog/2014/oct/28/poverty-and-education-a-lost-decade-for-spains-children

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Through the reading this week I was very impressed with the educational system that is in Spain and other parts of Europe. The system CEFR that they use in Europe was specifically interesting and very useful. I think that overall it is important that we are looking at individuals on a broad plectrum. Through this scale it shows where people’s strengths and weaknesses lie. This can and will untimely set them up for great success, as they are aware of what makes them marketable to employers as well as can help them immensely in their success in school. As for the system of education in Spain it seems very similar to the United States in terms of how the grades are set up. I did think I was very interesting that they have two sets of preschool. One that is the age range of birth to 3 and then 3 to 6 years old. From ages 3-6 years old they focuses on body control communication and body positive images, this is something that I think more cultures need to adopt as this gives such an amazing base line going into traditional school. One way however that made me concerned with the way that the Spanish operate their schooling is that sheer amount of homework that is given to a child every night. This is something that I know many nations are struggling with as their needs to be a balance with school and home life.

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After a whole school year as an exchange student, I have received a lot of questions: how is John Jay from your school? Is it easier? Do you like it better? So, I figured I would write an article for the school newspaper (no, we don't have an online newspaper in my high school in Spain) about the differences between the American and the Spanish educational system.

There are so many differences that it's difficult to begin. The first difference is that there is no "school district", so parents can choose a public or a private elementary school, religious or not, depending on what they want for their kids. I personally grew up in a public school since I was 4 until I was 12. At that point, I had to change to a different school for "High school" because the grades in Spain are different as well. Spanish children attend elementary school from age 3 to 5, middle school from age 6 to 12, and finally the high school, from age 13 to 18. Although I've never attended American elementary school or middle school, but I've attended enough high school to dictate the variations between Spanish schools and John Jay.

Something that I noticed on the first day was how big the school is and how many students there are. In fact, the John Jay class of 2017 has a larger capacity than all grades in my Spanish school combined! My graduating class in Spain consists of 60 people. Obviously, the first day of school I was totally lost! Moving from one class to the next? What was that about? I had never done that before. In Spain, the students remain in one class the whole day (from 9:15 to 5) and the different teachers come in to teach the subject. We have a 20-minute break between periods 2 and 3 for the kids from grades 7 through 12 and then an hour and a half break to have lunch between periods 4 and 5 .

Another large difference is the classes. There is hardly any room for choice of classes in Spain. We take the same classes every year, with an increasing level of complexity. The only choice we are allowed to make is deciding between two "branches": science (with physics, chemistry, biology and "harder" math) or humanities (more history, economics and basic math). Once one has chosen his/her branch for tenth grade, it is difficult to switch it. Of course, this choice limits college major options significantly, because, for example, if one choses humanities, he or she will not have the background knowledge necessary to take the pre-med track. Everyone must take Spanish literature and language, history, and gym classes. There is a second language offered: French. Those not in French can choose between computer science and art. There is no chance of taking an architecture, marine biology, phycology or ceramics class, and there is no possibility for distinctions like AP or honors. Rather, the only level distinction is in English class, which doesn't offer any extra credit for the people in the highest level.

In terms of difficulty, I have to say that Spanish schools are harder than American ones. I go to a private Catholic school, and I must work hard to get good grades. Teachers make all the difference. I don't know if I have been extremely lucky with the teachers that I've had at John Jay this year, but I have noticed that they help students a lot. Even though John Jay is not easy at all, teachers lessen the difficulty with the extra help classes, review packets, etc.

As for extra-curricular activities and sports, Spanish schools have none: no soccer ("football" in spanish), basketball, volleyball or tennis teams. Absolutely nothing. No clubs, and of course, no prom, homecoming or any other school dances. There's a student play and a musical every year, but that is it. The school does not offer students to partake in activities after classes, so the students are not expected to do any. If a student wants to play sports, he or she must do it outside of school, which really diminishes the sense of school spirit.

In conclusion, I think you should all feel proud of your school and yourselves, because you are the students that make John Jay so welcoming and enjoyable.

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Educational Differences: America and Spain

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After a whole school year as an exchange student, I have received a lot of questions: how is John Jay from your school? Is it easier? Do you like it better? So, I figured I would write an article for the school newspaper (no, we don't have an online newspaper in my high school in Spain)...

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The article for this week had shown the differences in education in cultures. It was informative, I was able to get a glimpse of how the education system is like in Spain. It differs from the American education system. I was a bit surprised to read the amount of homework given to students. The workload could even compare to the college level. I'm used to the idea that in Asian countries the education system is difficult.  I am Asian American, I grew up with the education system of America's but was raised by parents who had a different education system.  I know that in Asian countries, the education system is paced a lot faster than in America. In Asian countries, education is quite strict and competitive. Thus, it was insightful to learn about another culture's education system (Spain's).

I was born in America but I grew up with speaking Vietnamese thus, in school it was challenging to understand English. I had classes that help students to develop English speaking skills in the past. Once I had a teacher who was a native speaker and my other experiences were with a non-native speaker. In my opinion, both types are helpful in learning a language. A native speaker taught me more technical terms. While a non-native speaker understood the struggles of learning the language and provided guidance on how they personally counter against it. I found an interesting article that describes the common biases that a student have about native speaker teachers vs non native speaker teachers.
https://www.britishcouncil.org/voices-magazine/native-english-speaking-teachers-always-right-choice

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This week articles were very interesting and informative about the Spanish education system. I was surprised that Spanish students do their assignment until midnight because I thought only Asian countries have tough education systems, and European countries have a similar education system with the United States. On the other hand, Spanish students’ parents are different than Asian parents. It was very interesting that parents don’t want their children to have too much homework for success. I had most of the education in Korea, and there were many pressures to study and homework. However, most Asian parents want their children to have more assignments for success. I was very impressed that Spanish parents have a different perspective on success.

While I was reading the articles about teaching English in Spain, I was thinking about my English teachers in Korea. I believe non-native and native speaker teachers each have advantages for students. I agree that “Native speakers use very up-to-date language, but they don’t always know how to analyze it.” I don’t think always native speaker teachers have a good benefit to students. Non-native speaker teachers might have a more diverse perspective of cultures, so they might communicate with students better than native-speaker teachers.

I found an article is more about Spain homework strike.

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Parents in Spain are being urged to go on a weekend homework strike this month in protest against the "unacceptable" amount of after-school tasks their children are given.

The homework load of Spanish children has long been a sore point with some parents, who argue that the burden is too great, places too much pressure on pupils and eats into family time.

According to a 2012 study by the Organisation for Economic Co-operation and Development, Spanish 15-year-olds have 6.5 hours of homework a week compared with an average of 4.9 across the 38 OECD countries.

The Spanish Confederation of Associations of Mothers and Fathers of Students (Ceapa) has decided that enough is enough and is calling on parents whose children attend Spanish state schools to boycott weekend homework in November.

"We've lost a bit of common sense in this country when it comes to talking about education and we've got a system in which boys' and girls' free time has disappeared," said José Luis Pazos, president of Ceapa.

"Schools are passing on tasks to families that they shouldn't be. They've made us into second teachers and left children in the latter stages of secondary children with up to 60 hours of schoolwork a week. It starts with children from the ages of three to six doing half an hour's homework every day. For us, that's an unacceptable situation."

Pazos said Ceapa disagreed profoundly with the notion that children should endure huge amounts of homework in the hope that it would ensure them a better future.

"They should be happy when they're little and learn that life isn't just about someone telling you that you have to suffer inexplicably," he said, adding: "The model needs to change because society has changed."

Schoolchildren have to fit their homework around the school day, which varies from region to region and school to school, but starts early - from around 8am or 9am - and finishes anywhere between 2pm and 5pm (with a long lunch break). However, schools are increasingly using an 8am-2pm timetable to save money and in the face of evidence that suggests the longer hours do not yield better results.

Ceapa, which represents 12,000 parents associations, said the strike had received support from both parents and some teachers.

The group is providing striking parents with three letters to give to their children's schools: one asking the headteacher not to set weekend homework, another making the same request of teachers, and a third explaining that the work has not been done because of the "constitutional right that families have to make what they consider to be the best decisions for family life, which is a private matter and one on which schools should not intrude".

Parents waiting to pick up their children from the Padre Coloma infant and primary school in eastern Madrid on Wednesday afternoon said finding the right balance between homework and family life was sometimes tricky. None, however, seemed overly militant about the issue.

Patricia Ruiz said her eight-year-old son would be getting five tasks this weekend, which would take him about an hour and a half - long enough to cause arguments.

"I spend the whole day trying to get him to do his homework otherwise he'll be punished," she said.

Ricky Pérez, a security worker, said he thought the school was giving pupils about the right amount: "It's a normal level of homework here; they're not doing it all day."

Beatriz Velásquez, who works in cleaning, reckoned children now ought to be counting their blessings.

"When I went to school, we had homework all week and at weekends - about 14 hours a week [in total]," she said.

"My children have it easier as they don't have as much as I did, or as much as they do at other schools. They have time to play, which is the most important thing. They need to study, but they also need to have the time to be kids."

A spokesman for the education department of Madrid said homework was a matter for individual schools rather than regional governments.

"They're the ones who know best what the need is in each case," he said. "It's a question of autonomy: the teachers know what the needs of every student and every class are. But we do urge that schools try to make sure that different teachers and departments coordinate homework so that they're not all giving a lot of homework at the same time. We also recommend that schools explain their homework policy to parents when they enrol their children."
Topics

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Spanish parents urged to put children on weekend homework strike

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Parents in Spain are being urged to go on a weekend homework strike this month in protest against the "unacceptable" amount of after-school tasks their children are given. The homework load of Spanish children has long been a sore point with some parents, who argue that the burden is too great, places too much pressure on pupils and eats into family time.

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I found the article talking about whether or not native speakers are the best teacher for their language. I agree that it is necessary that teacher must know the language being taught but what is more important, being a native speaker or being a good teacher? I agree with the article saying that it is more important to be a good teacher, although it is extremely important that the teacher knows the material they are trying to teach. I don't think it necessarily means that to be a good teacher you need to be a native speaker although in some cases it could be more beneficial (learning new lingo and phrases that don't come with the common language). I think in this case it is important for a teacher to get the students to understand a strong base for learning the language, and lingo or phrases specific to the language can come with being in the culture and learning from native speakers AFTER being taught the foundation of the language. But what's even better is if the individual is a good teacher AND a native speaker!

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I found the article talking about whether or not native speakers are the best teacher for their language. I agree that it is necessary that teacher must know the language being taught but what is more important, being a native speaker or being a good teacher? I agree with the article saying that it is more important to be a good teacher, although it is extremely important that the teacher knows the material they are trying to teach. I don't think it necessarily means that to be a good teacher you need to be a native speaker although in some cases it could be more beneficial (learning new lingo and phrases that don't come with the common language). I think in this case it is important for a teacher to get the students to understand a strong base for learning the language, and lingo or phrases specific to the language can come with being in the culture and learning from native speakers AFTER being taught the foundation of the language. But what's even better is if the individual is a good teacher AND a native speaker!

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I found this article interesting
http://www.teachingenglish.org.uk/blogs/albertrayan/characteristics-highly-effective-teachers-english

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After reading this week's articles on education in Spain, I was particularly surprised by the article on homework. I also thought that European countries placed less of an emphasis on homework. Three hours after school seems like a ridiculous amount of work for students to complete. I am also surprised to hear that Spain allowed Catalonia to have rights over it's own educational system. I was also very surprised to hear that fluency in English is so low amongst Spanish children. I know it other countries, learning to be proficient English is required/ expected. It's disappointing to hear that some of this lack of knowledge is coming from the teachers themselves.

I also found the article on native teachers very interesting. I think this augment could go ways, but realistically it would be ideal if the school had both a fluent Spanish speaker who knows english, and also a English native speaker who can also speak Spanish. Below I have included an article by the New York Times which touches on how valuable it can be to learn  a language from a native speaker.

https://www.nytimes.com/2008/02/17/business/17novel.html

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Articles about the teaching system in Spain were interesting and surprising. Students at age 14 get about three hours of homework every day and even twice that on weekends. It is crazy that a kid on that age should stay up after midnight to do the homework. This is not reasonable because they score lower than average on the standardized test. I believe homework is a very important part of learning especially at that age that kids don’t want to study. When I was 14 the only thing I wanted to do was to go out and spend time with friends playing soccer or volleyball. So, homework was a great way to push me to study. However, if kids spend 12 hours doing school work on the weekend they don’t have time for themselves and their family.

As I grew up outside of the US, I can understand the problem of teaching English in other countries. I experienced learning English from the non-native teacher and the native teacher, and I learned much more from the native instructor. However, I think it is necessary to train a native English speaker to teach their language. It is essential to have a system that makes good educators from native speakers.
I found this interesting
https://www.denverspanishhouse.com/node/279

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The articles were very informative and i learned a lot of useful information regarding the education in Spain and how it differs from ours. It was interesting to find out that education is free between the ages of 6-16. I thought this was an awesome thing that they do. Another thing that came as a surprise to me was that they start their version of high school at the age of 12. It made me wonder if the course work they are attempting to teach them at the age of 12 is the equivalent to that of a high school freshmen here in the U.S. Learning about what the best method for teaching English was interesting and useful as well. It showed that the need for collaborative learning is necessary to teach such topics. Learning about native speakers vs educators was a unique perspective i never considered. It makes sense that their is a difference between a native speaker and an educator and that the ideal candidate to teach a language would be a combination of both. I found a link that shows all the ideal requirements to teach ESL.

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2015's Top Teaching Degrees: Compare Programs by Cost, Location, Size

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Teaching English as a Second Language (ESL) is one of the most in-demand and exciting opportunities for aspiring educators. As an ESL instructor, you can work almost anywhere in the world or with international students and immigrants in the United States. You may teach small children or adult professionals, and in many instances, jobs can be rather lucrative. If you want a career with flexibility and are interested in languages and foreign cultures, teaching ESL may be the perfect professional path for you.

Typical Requirements to Become an ESL Teacher

Minimum Education Level

Bachelor's degree

Recommended Major Field(s)

English, Teaching English to Speakers of Other Language (TESOL), Linguistics

Licensure/Certification

Certification is not required but highly desirable

Minimum Work Experience

Some teaching experience, as well as some volunteer and internship experience

Featured Schools

1. Walden University - MS - Education: Teaching English Language Learners (K -12)

2. Grand Canyon University - MA - Teaching English to Speakers of Other Languages

3. Northcentral University - Doctor of Education degree with a specialization in English as a Second Language (ESL)

Key Skills and Strengths

Grammar and Spelling: As an ESL instructor, you must have a solid grasp of spelling and grammar and usage rules. It's important that you are able to recognize and explain why you speak and write the way you do.

Foreign Language Skills: If you have learned a foreign tongue, you have first-hand knowledge of the language acquisition process. This knowledge is invaluable when putting together your assignments and in-class activities.

Cross-cultural Sensitivity: Many ESL instructors begin their careers teaching overseas, so it is important, whether you teach abroad or at home, to be aware of and embrace the cultural differences between you and your students. Remember that students will have different learning styles, and each one may very well have unique expectation for teacher/student relationships.

Flexibility: It's key to have the ability to go with the flow. Lesson plans may change based on the resources at your disposal, or the quickness with which the students grasp the lessons, and you need to be able to continue or change your plans accordingly.

Superb Teaching Skills: With ESL teaching, you may be thrown into a classroom with students who understand little to no English. You must be clever and patient, designing lessons that don't depend on words to explain new concepts and vocabulary.

Bachelor's Degree in ESL

A bachelor's degree is the minimum starting requirement for ESL teaching. A degree in English, linguistics, or Teaching English to Speakers of Other Languages (TESOL) is ideal, but if your major is in another subject, you can still get an entry-level job if you have a 120-hour TESOL certificate.

Sample Courses

Courses in a TESOL bachelor's program cover teaching skills, English language, and general linguistic theory, along with additional courses in cross-cultural studies. Here are two example courses you can expect in just about any program:

Principles of Linguistics: Most BA programs will give you a basic overview of linguistic theories. These include sociolinguistics, the study of how language and culture interrelate, and neurolinguistics, the study of language as a brain function. You will also learn grammar and the international phonetic alphabet.

Cultural Issues in the ESL/EFL Classroom: Teaching ESL often means working with multiple cultural backgrounds. Learning how to recognize and accommodate cultural differences is an essential part of most bachelor's programs.

Master's Degree in ESL

While a bachelor's degree and a TESOL certificate are sufficient for a career teaching English, a master's degree is highly appreciated by employers in the field. It opens new opportunities at prestigious universities and colleges, rather than just language centers and community colleges, and it usually offers a nice salary bump. A master's degree will give you an edge in landing a more competitive position stateside.

Sample Courses

Once you arrive at the master's level for ESL, your courses will be specialized and focus on specific sub-areas of linguistics and pedagogy, such as sociolinguistics or principles of language assessment. Training in research methods and curriculum design are also common, along with a regular teaching practicum.

Teaching Grammar: At the master's level, courses delve into practical training for specific areas of language teaching, such as reading and writing or pronunciation. These courses examine the best practices of low level learners, as well as advanced speakers.

Computer Assisted Language Learning: Using computers, projectors, or Smart Boards is quickly becoming a key part of teaching ESL. This course instills future instructors with the knowledge and ability to teach the language and usage of computers.

Teaching Practicum: Often in exchange for a stipend, master's students will teach at their college or university's ESL center for several hours a week. This hands-on experience is especially valuable in a job search and usually an essential part of the best programs.

Work Experience Requirements

Getting your first ESL job will require some experience, though how much differs by where you hope to work. For example, many jobs in South Korea, China, or Japan pay well and accept teachers with only a few months of volunteer teaching experience, while most jobs in the Middle East or Europe want a few years of professional experience. If you want to work here in the U.S., you need to be a veteran teacher.

In general, because of the huge demand for native English-speaking teachers, many start their careers overseas. Just about every region of the world hires ESL instructors, and there is plenty of variation in experience requirements, pay rates, and demand. As a general rule, however, the more experience you have, the better the opportunities will be.

Fortunately, there are plenty of opportunities for unskilled teachers to earn their first in-class experiences here in the U.S. Many big cities have ESL centers offering free classes for immigrants, and they often recruit volunteer teachers with little to no experience. Volunteer tutoring is another great way to get started. Search and reach out to ESL centers, community organizations, libraries, colleges, and churches in your area; they may have need for volunteer tutors, conversation partners, or even classroom instructors.

Certification/Licensure Requirements

One of the best ways to launch an ESL career is by getting a 120-hour TESOL certificate; most employers will expect you to have one. There is no official licensing or certifying organization for ESL teachers, however, so there are hundreds of different programs out there, with great variation in quality and price. The first big difference between these certificate programs is whether they are online or in-person. For the most part, in-person certification courses are more respected by employers than online courses for an obvious reason: you get in-person practice. However, online courses could be a good choice if you already have experience in the classroom.

Beyond that, each certification course should be at least 120 hours long and ideally include a few hours of practice teaching. Courses are usually offered as intensive one-month, full-time programs or as part-time classes spread over several months. A certificate from an accredited college or university is your safest choice, and there are many excellent programs out there. The gold standard in TEFL certification is the CELTA, from the University of Cambridge, which is offered at locations around the world and is the most respected by employers.

Looking for a Teaching Job

The best way to obtain your first job is through the career support center where you are earning your degree or certification. Most colleges and ESL training centers have contact information for many schools and can help you craft an excellent resume and cover letter. These contacts will give you an advantage over applying online, where job posters can be overwhelmed with applications within minutes of posting their ads. Still, online is not a bad way to go either, thanks to the steady demand for native-speaking English teachers all around the world. Here are some of the most popular sites for landing your first job.

Resources

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How to Become an ESL Teacher | TeachingDegree.org

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Teaching English as a Second Language (ESL) is one of the most in-demand and exciting opportunities for aspiring educators. As an ESL instructor, you can work almost anywhere in the world or with international students and immigrants in the United States. You may teach small children or adult professionals, and in many instances, jobs can be rather lucrative.

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I found it really interesting to see the differences between teaching styles in Spain versus in America. Comparing the amount of work that the students are given in Spain versus the ones in America was really surprising. The amount that a 15-year-old received seemed like the same amount that I would get in college level courses. Also looking at the test for finding out where you would land for knowing a certain language was pretty cool. I never knew something like that existed and it makes sense for when you maybe transfer schools, are trying to learn a language, or just curious on where you are for a language. I really related with the article that talked about how teaching English in Spain isn't working anymore. I have tried to learn a couple of languages here in America, Spanish and German, and I could retain very little of both. I think trying to find a specific teaching style of kids learning foreign languages is critical to help them learn them. The link is from Scholastic and is all about what helps when teaching ESL students. https://www.scholastic.com/teachers/articles/teaching-content/success-esl-students/

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First, it is easy to see that there already is a system of testing for proficiency in place as shown by the chart from Cambridge. I wonder where I would land on this chart based on the tests. Are the tests biased? There is so much slang and different meanings for words that could make these tests inaccurate (in my opinion). Then there is the question about who should teach English to the students in Spain. Should Spanish teachers who speak and understand English be teaching or should the country bring in native English speakers? As I Googled this subject, the first thing that came up was a company looking for native speakers to travel to Spain to teach children and families English. This particular company is for volunteer work with free room and board. So it was more of a family immersion than a paid teaching position.

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Real experiences. Real awesome!

Free room and board.

Experience a special kind of immersion. One that is about making a kind of (temporary) home within the culture you choose to experience.

Screened and vetted host family in the country of your choice.

A blend of culture and language exchange!

This program is about more than what you get in your host community or with your host family. It's about what you're able to bring back.

Learn a new language or improve one.

Write your first cook book ... novel ... travel blog.

Have a lasting impact on a host family with a desire to improve their conversational English.

No landmark beats a life-changing experience.

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Tutor English Abroad -Tutor Abroad -Volunteer Tutor English

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Real experiences. Real awesome! Free room and board. Experience a special kind of immersion. One that is about making a kind of (temporary) home within the culture you choose to experience. Screened and vetted host family in the country of your choice. A blend of culture and language exchange!