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CURRENT SITUATION OF THE PROBLEM-LUIS BATISTA

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-How my problem is also a general problem for other English teachers around the world.
-At least 8 paragraphs of six to eight sentence each.

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what to write in background of the study and problem statement for a descriptive-case study research

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Six Ways To Teach Vocabulary Effectively | TEFL Tips

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-How this problem has been fixed or a solution has been found to solve it.
-At least four paragraphs of six to eight sentences.

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Instructional Challenges ESL Students Face

Every student in every classroom different; they are all unique and learn in various ways. Additionally, there are different learning challenges and barriers for students that may get in the way of students succeeding in classes.

If they are native-English speaking, they are being taught in their first language. English language learners (ESL) immediately face a challenge that native-English speakers do not in U.S. schools; they come to the United States knowing zero English to communicate, as well as likely not having the academic English language needed to be successful in schools. English learners are extremely bright, just like their English-speaking classmates. However, they have to work much harder to be successful.

There are many instructional challenges English language learners and their ESL teachers face. The most obvious is that they do not speak English fluently. English learners may have been top of their class in their home country, and all of a sudden find themselves completely lost and defeated in their classes simply because they do not speak the language of instruction. This can be extremely difficult for these students.

Another instructional challenge is that teachers may not know what background knowledge these students are coming into their classes. This can be very problematic when a teacher assumes that all of their students know something about the topic: for example, the American government. A student who just moved here from a different country may not know anything about the United States, especially its government. Teachers should challenge themselves to find out as much as possible about the education the English learners in their classrooms have received before introducing new topics.

Additionally, some English language learners may not be literate in their first language. Good-hearted teachers may want to translate content into a student's first language, but that child may not be able to read that either. Not having literacy in the first language will greatly impact learning and interacting with the second language. Having this data at the start will help schools ensure that English language learners are getting the proper support right from the beginning.

Finally, leaving some of your family and friends behind and moving to a new country is very overwhelming. Then, starting school and not being able to communicate can be devastating. English language learners may shut down completely, which is a valid response. It simply needs to be recognized by the teachers, who then need to work with that student to help them adjust to their new surroundings.

How Best to Help ESL Students in the Classroom

Welcoming Classroom Community

The atmosphere of a classroom is significant for all students, native-speakers and non-English speakers. Teachers who can create a welcoming, safe, and supportive classroom will see their English language learners begin to open up and begin to interact with the English language and content. This starts with learning how to pronounce your English language learners' names correctly; have them stay after class the first day to welcome them and make sure that you are saying their name correctly. This will mean a lot to that child.

Know the English Learner's Language Level

English language learners have to be screened when they enter a new school district. Ask the English language development teacher for the child's score to understand their abilities in reading better, writing, listening, and speaking. It is also beneficial to work with the ELD teacher to find tips on how best to instruct your ESL students.

Ways for English Language Learners to Be Successful

When planning your lessons, be sure to think about your English language learners' language abilities and how to include them in the class. If you are doing small groups, make sure you assign them a task they can do. If you ask for volunteers, be sure that you provide enough wait time to understand the question before picking someone else.

Routines

English language learners, especially low-proficiency learners, thrive on routines. Although they may not understand what you are saying, if they have to come into your class every day, get their notebook, and copy the bell-ringer, they will be able to do it and feel proud of themselves for knowing what to do.

In addition, create activities that are not complicated. Reading directions and figuring out where to get started can be very challenging; however, if you do similar exercises in class, the English language learners will know what to do no matter the proficiency level.

English Language Learner Strategies

Use as many visuals as possible

Break up long passages into smaller chunks with visual supports

Use simplified language

Give alternative assignments

Look at your assignments and see if you can break the question or directions down

Have newer English learners focus on key vocabulary

Allow that student to stay after class to verbally give you the answers rather than a long writing assignment

If a student can show you mastery of a topic in five questions rather than 15, allow English learners to do that. The amount of time an English language learner takes to read a question is much longer than a native-English speaker. If they are better in their verbal skills, allow that student to stay after class to verbally give you the answers rather than a long writing assignment. There are many ways to help your English language learners find success.

Your English Language Learners' Interests

The more you learn about them, the more you can make real-life connections for them. Then, they will be interested in learning more about the topic and the English that goes along with it.

Any teacher can overcome instructional barriers for their English language learners by reaching out to their students, make the connection, and letting their students know they are there to support them.

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Instructional Challenges ESL Students Face in the Classroom - Graduate Programs for Educators

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Every student in every classroom different; they are all unique and learn in various ways. Additionally, there are different learning challenges and barriers for students that may get in the way of students succeeding in classes. If they are native-English speaking, they are being taught in their first language.

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Current Situation and Background of the Problem

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Current Situation and Background of the Problem

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Current situation and Background of the problem Isaura and Edgar

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In order to give academic validity to this research, previous studies related to the subject in the international context are used. In the first instance, the approach of the Taiwanese government planned to make English a semi-official language by the year 2008, recognizing it as a major tool for improving the country’s status on the global stage. (Executive Yuan, 2003). First, the focal point of the national development plan, which is also particularly relevant to the present study, was the ability to use foreign languages, especially English, and internet communication. This could be achieved through the subprojects as follows. The third subproject involved promoting the General English Proficiency Test (GEPT), which is sponsored by the Ministry of Education and has been developed, trialled and validated by the Language Training and Testing Centre (LTTC), and serves as a standard to verify the citizen’s English ability. English as an international language has received more attention than ever from the government and the people in Taiwan because national boundaries are disappearing under the influence of globalization (Yung & Hsu, 2005).

Andam Dewi Putri (2015) in his research tittled “The proficiency level of English language learners based on TOEIC test” Mention in his research that the proficiency level of the students was identified by using TOEIC listening and reading test (Test of English for International Communication). A number of students are able to achieve the target of curriculum 2006 because, in fact, they are able to understand the learning materials given in schools. Unfortunately, there are many students who are not able to reach the target because learning materials cannot help them to reach the goal. due to the number of students who cannot get the target because of many reasons. The lesson hours and learning materials in teaching and learning process are said to involve in determining the success of curriculum applied. Camp (2014) mention that most of the schools do not provide sufficient time for students to understand, and materials which should be learned.

Martirosyan, Hwang and Wanjohi (2015) in the research tittled “Impact of English Proficiency on Academic Performance of International Students” mention that the findings were contradictory, implying that English proficiency measured solely by TOEFL or IELTS scores cannot be a reliable predictor of international students’ academic success. Moreover, Fox (2004) noted that language tests do not measure other factors such as social networks of support, financial security, time availability for study abroad, acculturation, and academic adjustment that might impact international students' academic performance significantly. Importantly, the socio-cultural and psychological adjustment of international students might be influenced by their English proficiency, which might impact their academic success.

Telfer, Henry and Stewart-Mckoy (2015) in the research titled “Performance on the Proficiency Test in English at the University of Technology, Jamaica: A University-wide problem and implications for Teaching and Learning” mention that the grave language difficulties faced by students and the resulting poor performance on English Language examinations at all levels of the education system plague Jamaica and other Caribbean countries. The University of Technology, Jamaica (UTech) does not escape the spotlight as seen in newspaper headlines such as “Bloody English!” (Virtue, 2013) and “English test trips up university students” (Hamilton, 2010). Policies implemented in 2009 saw three critical changes that affected the delivery of English Language-based courses. With the introduction of the Proficiency Test in English (PTE) The university must have a clear idea of the nature of the language problems they face. And a good place to start is at the very beginning when the students enter the university.

Ugonna Ozowuba (2018) in her research titled “Relationship Between English Proficiency and Academic Achievement of Nigerian Secondary School Students” mention that due to the multilingual environment, Nigeria adopted English language as a lingua franca to facilitate cultural and linguistic unity in 1960 (Shaibu, 2013). The English language curriculum at the primary and secondary level in Nigeria consists of the four language skills: reading, writing, listening, and oral English. At the senior school level, the National Curriculum for Senior Secondary Schools (2004) stated the following objectives: 1. to prepare students for higher education and for the world of work after graduation, and 2. to achieve a high level of English language proficiency for all students. Both academic and extracurricular activities are conducted in English. Many students make a conscious effort to speak English without a Nigerian accent. In some private and federal schools, it is a punishable offense to speak another language within the school premises during school hours.English proficiency measured solely by TOEFL or IELTS scores cannot be a reliable predictor of students’ academic success. Moreover, Fox (2004) noted that language tests do not measure other factors such as social networks of support, financial security, time availability for study abroad, acculturation, and academic adjustment that might impact international students’ academic performance significantly.

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Background of the problem - Luisiana Campos

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Current situation of the Problem - Luisiana Campos

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Background of the Problem and Current Situation

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Background of the Problem and Current Situation

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In order to get the necessary vocabulary, the students are required to practice a lot, the motivation in the classes is really important they need to understand the personal pronounce, in the development of the sentence and recognized them.  The issue is that most of the students are confused when they are using them when they create sentences.
The purpose of this thesis is to describe the issue of using the “personal pronounce” in classes for the four-grade students in the San Jose Bilingual School in Las Lomas. At this stage of research, the implementation of a tool on the web that allows them to practice by using games will facilitate the assimilation of the topic, in this case, the tool used is turtlediary.com will be generally defined as a support technique to help them to solve the issue in the ESL classroom.

So, the research question of this these is as follows:

How does turtlediary.com facilitate teaching personal pronounce among the four-grade students at the San Jose Bilingual School in Las Lomas?

The internet advantage is that can be done in any part of the world and at any time the student chooses to practice, also they can use it as many times they required to assimilate the topic. For those children that are very shy in classes, considered those tools as good and try to use it more to get the knowledge goal.

Documents examples

https://www.researchgate.net/publication/330264173_The_Use_of_First_Person_Pronouns_in_Master's_Theses_Written_in_English_by_Turkish_Authors

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https://www.researchgate.net/publication/284898293_2015_Online_evidence_for_children's_interpretation_of_personal_pronouns

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Background of the Problem and Current Situation

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Background of the Problem and Current Situation

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Some students in the third grade at C.E.G. Bilingue Jose Del Carmen Echevers are having problems concentrating in English classes because the school lacks resources such as good internet connection, projectors, and textbooks. This situation limits student's learning because teachers are frustrated by the lack of teaching materials. The issue is that teachers have to be creative and use different strategies according to their context.
The purpose of this research is to help teachers and students in successfully achieve a better acquisition of English vocabulary through an App that could be useful online and offline. The tool is named Plickers and it will be a support for learning vocabulary among students from third grade.
This issue about teaching and learning vocabulary is a problem not just in this School, there are several institutions that are facing this problematic and one solution is to use App and technological tools that can work without access to Internet.

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