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From week 5, I was immediately excited to read about how bilingual speakers give their mind a workout. I find switching between languages to be fun and engaging. It was also interesting to learn about yet another tie the Pacific NW has with Spain with the University of Washington’s Institute for Learning and Brain Sciences  studying the way infants learn languages. regarding the "500 Problems" article,  I agree with the ideas the teachers are trying to provide their students, that students shouldn't fear the grammatical issues of learning English. English is also such a flexible language, that I can't imagine how hard it is for a non-native speaker to learn. As for teaching young language learners, I'm happy to see a lot of recommended kinetic and humorous tactics are suggested. This goes for all learning in my opinion, as it's easier to recall something that made you laugh or repeat a movement to "jog" your memory.

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Teaching ESL and other Activities with children

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Teaching ESL and other Activities with children

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The Teaching ESL articles from week 5 were interesting.  I completely agree with the Bilingualism article and how beneficial it is for your brain to think in multiple languages.  However, I was a bit skeptical of the article “Should Parents Speak to Their Child in English If They Are Not Native Speakers?” I was on the fence about this.  People don’t need to be native speakers to teach a language, but if language is passed on with too many errors, those errors will perpetuate.  Now I have been swayed though, and I believe that the benefits of parents speaking English (even as non-native speakers) to their children outweigh any possible errors.  These are probably errors that can be corrected later, and apparently the earlier you teach children, the better their accents will be in the long-run.

The article on How To Teach Young Learners was excellent.  I felt it outlined a lot of common sense ideas. From my (limited) exposure to teaching kids, these are successful techniques, i.e. using technology, using humor and relating the topics to them. I loved the emphasis on creativity in teaching. Just to prove how these tips cross over from teaching to other activities with kids, the 10 Things to Consider page is perfectly applicable to being a girl scout leader!

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While of all the readings were extremely interesting to me this week, I was most struck by the article from El Pais entitled, “The traditional method of teaching English isn’t working”.  I was very intrigued by the necessity of understanding cultural differences in order to learn other languages, and that language cannot be learned in isolation.  This makes a lot of sense to me both in my successes and failures in learning new languages.  I took Spanish for a decade growing up in school and yet the my highest level of understanding was verb conjugations of very simple words.  Furthermore, despite memorizing vocabulary and grammar rules, I was almost never able to actually follow conversations in Spanish.  I think that this is because, as the article stated, my Spanish lessons were confined to an hour a few times a week inside of the walls of the classroom walls.  I love that their pilot program requires teachers to plan their lessons jointly so that language is not taught in isolation from their other subjects.  In conjunction with this article, I was very excited by the reading on kids in Spain rebelling against homework.  I absolutely agree that students spend way too much time studying, as opposed to engaging in active and participatory learning.  Furthermore, I think family time is extremely important.

An article I read that relates to this week’s readings is entitled “Are English teachers in Spain underqualified?"

https://www.thelocal.es/20140612/spain-english-teaching-underqualified-cambridge

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It’s disheartening to learn the amount of homework assigned to students is yielding low results. When I first began the readings, my initial thought was about how American’s should be more serious about their education, and how some other countries assign large amount of homework but have great results. I compared the hours I spent with my family as a child because of my mom’s schedule, but I never had so much homework that I felt stressed.

Like my classmates, I was interested in the article “Are native teachers necessarily the best?”

I don’t enjoy hearing about disadvantages or even advantages for positions lossed or gained based on stereotypes. Ironically enough, I was almost hired at a company for my last name alone (Gonzalez) because the employer assumed I could speak Spanish. More related to education, I think it’s more important to have someone who knows and has a passion for teaching in addition to bilingual abilities for the sake of the students growth. Also from my personal experience, I can tell you first hand that I had trouble learning math in elementary school because of a bilingual teacher who was more centered on teaching me another language instead. I think personal experience and credentials should be the top priority when choosing a suitable teacher. When learning languages, it’s important to learn from native speakers, but this practice can easily be gained outside of hiring a teacher in today’s online global community.

Here’s an article from 2017 I want to share about teaching ESL in Oregon:

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A huge share of students who need to learn English as a second language are let down by Oregon's public schools.

Three-fourths of those students aren't proficient in math, 60 percent can't read well by the end of middle school and one third never graduate from high school, according to the most recent graduation and test results, from 2015 and 2016.

Hoping to change that, Oregon is doling out $5 million this month and next to the 40 school districts it says have done the worst job of helping students learning English. Each must make a custom-tailored plan to improve its effectiveness with English learners and will be judged on the results they achieve by 2020.

Fifteen of those districts are called out as having the deepest crises, including Reynolds, Bend-La Pine, Jefferson County and Umatilla.

Those districts have large concentrations of students for whom English is a second language. A disproportionate share of those students are low-income, have moved frequently, arrived recently in the United States or are homeless.

More troubling, those districts' second-language students have shown very little progress in language and math skills and are unlikely to earn a diploma or enter college.

Each of those districts, called "transformation" districts, will receive $180,000 this year. They're expected to receive the same sum in each of the next three years. The other 25 districts, with the label "target," will each get $90,000 per year.

All must look deeply at what is working and what is failing in their approach to helping English learners. With help from Oregon Department of Education experts in language acquisition and educational equity, they must devise and execute a quality plan to do better.

The Asian Pacific American Network of Oregon, like most other advocates for English learner students and their families, has long complained that too many Oregon districts teach immigrant children ineffectively and spend money intended for English learners on other things. Compounding their frustration, they said, state regulators let districts get away with it.

The network's leaders said they're incredibly excited, therefore, to see the new effort, set in motion by the 2015 Legislature.

By law, districts must include families in shaping their improvement plans. And the state education department must ensure the experts who guide districts have the knowledge and experience to help them get results.

"I don't think many other states have this level of comprehensive reform and transparency," said Jeanice Chieng, the network's policy manager. "We are excited about the potential for change."

Affected districts' plans vary widely. Reynolds, for example, plans to focus on improving middle and high school results, largely by focusing on new immigrants just entering the U.S. school system.

Culver, a Central Oregon district with fewer than 40 teachers and just 72 students learning English as a second language, plans to work with George Fox University to get at least 20 of its teachers credentialed by the state as qualified to teach English for Speakers of Other Languages.

Jefferson County, which had by far the worst outcomes for English learners of any Oregon district, plans to try to change almost everything-- from reading and math instruction to family communication to the way it connects students with college and career opportunities. Currently, nearly 90 percent of its middle schoolers learning English fall short in reading and math.

The district is unique in Oregon, in that Native American students make up a large part of its English-learner population, along with Spanish-speaking Latinos. In approving and overseeing implementation of Jefferson County's plan, officials said, the Oregon Department of Education is working closely with the state's Indian education specialist to make sure the plan is appropriate for Native American students.

In general, most of the 40 districts have focused on building the skills of teachers and other employees, using the latest findings on language acquisition and culturally inclusive practices, said Rudyane Rivera-Lindstrom, Oregon's educational equity and English learners specialist.

Too often, districts have had money only to send designated English as a Second Language teachers to workshops and training programs. Instead, she said, all teachers and teachers aides need to know how to promote language acquisition and cultural inclusion, she said.

The state decided to award a uniform amount of money to each "transformation" or "target" district, regardless of how many English learners each has.

Those students range in number from 36 in Scappoose ($5,000 per student) to 3,270 in Reynolds ($55 per student). The thinking was that $180,000 would be enough for a district to target three high-need schools, Rivera-Lindstrom said. The approach might be adjusted in future years, she said.

The grants were designed to be awarded before the school year and spent over the course of a year. But delays in hiring and rule-making after the Legislature approved the grants in 2015 means the first round won't be available until the second half of this school year, Rivera-Lindstrom said.

Districts receiving the grants must show measurable improvement after four years. For those that don't, the state will dictate how they spend the extra funding they receive over the next three years under the state's regular funding formula to help English leaders succeed.

What constitutes adequate improvement will vary from district to district, but will have to be approved by the state, Rivera-Lindstrom said.

Reynolds, for example, will be judged largely by its graduation rate among students who were ever designated as "limited English proficient," since its focus is entirely on improving middle and high school offerings for those students.

Jefferson County, on the other hand, has said it will raise elementary and middle school test scores along with its graduation rate.

Statewide, the dropout rate for English learners is alarming, both for students who are declared to have mastered English and for those who aren't.

In the class of 2014, only 68 percent earned diplomas within five years of starting high school, compared to 77 percent of students for whom English was their first language.

That was true even though 70 percent of students who were taught English as a second language had been declared proficient in English and promoted out of their schools' English as a Second Language program.

Frank Caropelo, Reynolds' assistant superintendent, said he and district leaders are grateful the state will help each district look deeply at its own needs and shape a turnaround plan that matches those circumstances.

His district has extra federal state and funds to drive improvement at many of its elementary schools and is seeing English learners make more progress in learning English than in previous years. The new money will prove a welcome injection at two middle schools and at the district's high school, he said.

About 40 students a year arrive at each of the middle schools, Reynolds and H.B. Lee, fresh from other countries. Most of them have had little or severely interrupted histories of formal education, he said.

Their needs, particularly when they are not in specially designed English-language development classes during one or two periods of the day, are intense. So having a full-time student and family liaison to work specifically with newcomers at each school should have a huge payoff, Caropelo said.

"We see this as a critical moment in their education," he said. "We will be able to give them the wraparound services and supports, help them and their families learn how public education works, give them an advocate at the school, somebody physically looking out for them and helping them succeed."

The district is confident it will substantially raise graduation rates among English learners over the next four years, from its 64 percent five-year rate with the class of 2014.

"This was driven more by our needs than a one-size-fits- all approach," Caropelo said. "We really appreciate that."

-- Betsy Hammond
betsyhammond@oregonian.com

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Oregon throws lifeline to districts worst at helping students learning English

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Oregon is doling out $5 million to the 40 school districts it says have done the worst job of helping students learning English. Each must make a custom-tailored plan to improve its effectiveness with English learners and will be judged on the results achieved by 2020.

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I thought that the reading titled "Are native teachers necessarily the best" to be the most interesting article. I think that it offered an interesting analysis about the nature of language. ONe of the greatest insights in the article was regarding how someone who speaks natively a language is less capable of analysing said language. This makes sense if one thinks about how they use language. When one is speaking a language, you rarely actually think about the rules of grammar. You just think thoughts and the flow of words occurs naturally.

All of this information runs together well with the other article that discusses how Spanish high school are failing in their attempts to learn english. I would argue this may be the case because of the way that Their schools are structured. It seems as though they are structuring
the classes are structured in a way that would favor an instructor who speaks english natively.

In some research, I found an article that discusses what it is like to teach english in Spain. It seems like fun https://www.nomadicmatt.com/travel-blogs/teach-english-in-spain/

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My favorite article this week was about school kids going on strike in 2016 to protest against extensive amounts of homework, which was said to be around 18 hours per week of schoolwork outside of the classroom. This really REALLY resonates with me because I went to a private school growing up that also had similar, extensive amounts of work outside of the classroom. I found it interesting that the parents were in support of the demonstration because they saw the need for their children to be participants in experiences, conversations (i.e dinner table), and adventures outside of homework. Look at Finland, for example, that has top marks in testing, yet has very low amounts of homework. I think this is something we should all consider and look out for in our society as well.
Secondly, I understand this discussion between the pros and cons of native vs. non-native English teachers. In my opinion and after reading these articles, a benefit to a native speaker is that language and dialects over time, and change quite rapidly at that. Having a native English teacher speak would be teaching English in its most "fresh" form, and this would in a way prevent the stagnant form of learning in a sort of closed system format if the only teachers were Spanish. But that has its benefits too.
The article I found is a stats comparison between Spanish and US education, and the trend the stuck out to me was that Spanish tend to not stay in school as long as US.

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Spain vs United States: Education Facts and Stats

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Compulsary education duration, Homeschooling legal status, Pupil-teacher ratio, primary, Children out of school, primary, Children out of school, primary per 1000 and 258 More Interesting Facts and Stats

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This week's readings contained a lot of information that was new to me that I thought was really interesting. While around 46% of Spaniards claim to speak a second language (usually english) well enough to carry on a conversation, only around 13% of Spanish High School graduates have reached that same level of proficiency for English.

This indicates that older people (or people younger than High School graduates) are more proficient in a second language than the High School Graduates. While that 13% figure may seem low, I wonder how it compares to American High School graduates and their level of proficiency in Spanish; I have the feeling that number for American High School graduates would be much lower, and that the 13% stat Spain holds is actually rather impressive. I would like to follow up on this if possible and see whether that is accurate or not.

I'm sure there are many complexities to be addressed, but the difference in statistics regarding second-language proficiency seems indicative of a systemic problem in the schools/teaching methods. Officials in Spain are aware of this and are working to revamp the language programs. The education department of the regional government of Catalonia have found that the "traditional" approach to learning a new language is not effective and are implementing a new pilot program that aims to teach children English more efficiently. While the new program, called Avanzamos, is still in relatively early stages, the tests are showing that students motivation levels are higher and they are more engaged with the language since implementing the program.

Here is the article I would like to share: https://elpais.com/elpais/2014/11/24/inenglish/1416821363_959490.html
I thought it was really interesting because it examines the neurological differences between those who are bilingual and those who are not.

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When reading about this topic, it never occurred to me just how little in terms of high school graduates there are with an intermediate level of English. Only 13% is a very small portion, and yet it makes sense. English is a difficult language to learn as it follows rules that frankly no other language as far as I know has as well. With Spanish and French they share lots of similarities but English is frankly its own different beast.

I do think it's interesting however that there is apparent lack of full proficiency among teachers. I had no realization this was an actual issue, though this would help to understand why only 13% of high schoolers have an intermediate level of English. Because of this, the methods they are using simply don't work. There's too much work for students to do, and with a complicated and frankly rule breaking language like English there needs to be a certain method or way to enhance the learning. Perhaps teacher exchanges would help in order to both help bring an understanding to the language and its culture. It woudl also help English speakers understand more about Spanish culture and the Spanish language from native speakers, as well as understand the Catalonian style.

A helpful link I have found is: www.applyesl.com/navi/step/?tid=01010&lid=0

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I was quite astounded at how many people in Europe are proficient enough in a second language to hold a conversation. Personally, that's amazing. I thought back to how many of my graduating high school class could hold the same claim, and it was abysmal in comparison. That they hold such a high standard for language learning is impressive.

In addition, I was saddened by the workload Spanish teenagers get for homework. 18.5 hours a week is a part time job. On top of in class work, that seems very excessive. You have to ask, at what point is homework simply a useless tradition. The article goes on to say that the homework isn't even helping, as their test scores aren't drastically higher than other places. That's really sad. They're overloading students with unproductive work and punishing them if they refuse to do it. I believe the students are quite justified in standing up to the system, as they shouldn't shoulder the low standards of education.

From this article, I decided to look up what alternative methods are most effective in helping students retain information. I found a great piece, that really goes into depth on what changing our educational practice of homework would do for students. It is a personal account from a teacher who stopped assigning homework, and how that drastically changed the in-class dynamic. I really liked it.  (Find it here)

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While reading the articles this week, I noticed that the education in Spain seems very similar to America's. Unlike the United States, the teachers in Spain often are not completely proficient in the other language they are teaching. Unlike the US, language is not as diverse. The article mentions that since the teachers lack proficiency, "the traditional method of teaching English isn't working," (Ana Torres Menarguez). Another main point in the articles were about the amount of school work that is given. Many believe that their is too much homework, for example. I think that is a way this may be how they are trying to fix the lack of proficiency in teachers. By assigning more work, more learning can occur. I could be completely wrong but maybe that's why the homework load seems like so much. The parents and students who stood up to this showed that they care about their education as well as their lifestyle. In order to live happily I think there needs to be time to relax and spend time with family. Learning by experience is also a big part of life. Just like a job, I feel that education needs a break as well. For the most part, having a job isn't an everyday thing. It is usually 5/7 days a week. Therefore, I totally see where the parents, students and teachers are coming from. Homework that actually emphasizes the subject is more important than just assigning busy work.
https://elpais.com/elpais/2017/01/02/inenglish/1483351635_870267.html

Above is a link to an article about the difficulties associated with learning English.

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While reading the articles, I found it really interesting to know that only 13% of high school graduates can speak at an intermediate level of English. A point they made in the article about how traditional methods of learning English and other foreign languages are not effective is the fact that the teachers themselves are lacking proficiency in the language they are teaching. I believe implementing more teacher exchanges (like mentioned in the reading) would be very beneficial to the students because they can actually learn from instructors who are certified as fluent in the language they are going to be teaching.

The other article that I really found interesting to read was the one about students, parents, and even some teachers rebelling about too much homework. In the US, and many other developed countries, I feel like we have a similar problem in that society expects so much from us younger generations that we are being pushed to such an extreme level where we have to sacrifice other parts of our lives just to keep up and become “successful” by the standards of each society. Another aspect that I feel many education boards are missing is that students grow and learn by going through different life experiences, but if they are so busy doing homework and not facing new experiences and learning from them, they will not be ready to face them when they are fully independent. The fact that even adults are standing by the younger people shows how much of an issue this is and the negative effects it can have on the family unit when student’s can’t find time for their family because of excessive homework.

Here is another article I found in relation to ESL learning and pronunciation problems that was very interesting:

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Although a strong Spanish accent is usually easier to understand than a similarly strong French or Portuguese one, the pronunciation can cause considerable strain for the listener and seem somewhat harsh and flat. More importantly, Spanish speakers often have listening comprehension far below their other skills.

School English lessons in most Spanish-speaking countries also tend to focus much more on reading and grammar than speaking and listening, and so pronunciation work will both help redress the balance and be considered worthwhile by students.

This article will focus mainly on pronunciation problems that cause miscomprehension, including some attempt to prioritise the entries in each section. The sections themselves are arranged more traditionally, starting with individual sounds.

Points That Spanish-Speaking Learners Of English Find Difficult

Vowels

Short and long vowel pairs

Perhaps the single biggest pronunciation problem for Spanish speakers is that their language does not have a distinction between short and long vowels. They often stretch all vowel sounds out too much and confuse pairs of short and long English vowel sounds like "ship" and "sheep" both in comprehension and speaking. Relevant pairs include:

As the pairs above are all pronounced with different mouth positions as well as different lengths, focusing on that can help students distinguish between the minimal pairs above even if they don't fully get the hang of vowel length.

Other vowels

In common with most learners, Spanish speakers find the distinction between the very similar sounds in "cat" and "cut" difficult to notice and produce. Perhaps more importantly, they can also have problems with the two closest sounds to an "o" sound in "not" mentioned above, making "boat" and "bought" difficult to distinguish. The unstressed schwa "er" sound in "computer" does not exist in Spanish, and neither do the closest long sounds in "fur" and "her". Spanish speakers tend to find it much more difficult to recognise not rhotic versions of vowel sounds.

Consonants

Words written with "b" and "v" are mostly pronounced identically, making this perhaps the most common spelling mistake in Spanish. There is also no distinction between the first sounds in "yacht" and "jot" in Spanish and which of those two sounds is perceived by English speakers tends to depend on the variety of Spanish spoken (this being one of the easiest ways of spotting an Argentinean accent, for example). There may also be some confusion between the first sound in "jeep" and its unvoiced equivalent in "cheap" (a common sound in Spanish).

The "ch" in "cheese" may also be confused with the "sh" in "she's", as the latter sound does not exist in Spanish. The difference is similar to that between "yacht" and "jot" mentioned above, being between a smooth sound (sh) and a more explosive one (ch), so the distinction can usefully be taught as a more general point. Alternatively, the "sh" in "sheep" may come out sounding more like "s" in "seep", in which case it is mouth shape that needs to be worked on.

Spanish words never start with an "s" sound, and words which are similar to English tend to have an initial "es" sound instead, as in escuela/school. This is very common in Spanish speakers' pronunciation of English as well, leading to pronunciations like "I am from Espain". Spanish speakers have no problem producing a hissing sound, so the secret is to have them make the word directly after that "ssss" and then practise reducing the length of that down to a short initial "s".

Unlike most languages, the "th" sounds in "thing" and "bathe" do exist in Spanish. The problem with "bathe" is that the sound is just a variation on mid or final "d" for Spanish speakers and so some work on understanding the distinction between initial "d" and initial "th" is usually needed before it can be understood and produced in an initial position - in fact making the amount of work needed not much less than for speakers of languages entirely without this sound. The problem with "thing" and "sing" is different as it is a distinction that exists in some varieties of Spanish and not others, meaning that again for some speakers practice will need to start basically from zero.

Some speakers also pronounce a final "d" similar to an unvoiced "th". "d" and "t" can also be a problem at the end of words, as can "thing"/"think" and sometimes "thing"/"thin" or even "ring" and "rim". In general, Spanish consonant sounds vary more by position than English consonants do.

Although a "w" sound exists in Spanish, it is spelt "gu" and can be pronounced "gw", sometimes making it difficult to work out if a "g" or "w" is what is meant.

As a "z" is pronounced as "s" or "th" (depending on the speaker, as in the two pronunciations of "Barcelona"), a "z" sound does not exist in Spanish. However, perhaps because not so much air is produced in a Spanish "s" I find that this version rarely produces comprehension problems.

Although a Spanish "r" is different from most English ones, it rarely causes comprehension problems. However, the English "r" can seem so soft to Spanish speakers that it is sometimes perceived as "w".

The Spanish "j" in José (similar to the Scottish "ch" in "loch") and the English "h" in "hope" rarely if ever cause communication problems, but is perhaps the main thing to work on if students are interested in accent reduction. An English "h" is like breathing air onto your glasses so you can polish them, and students can actually practise doing that to help.

Spanish doesn't have the soft, French-sounding sound from the middle of "television" and "pleasure", but this rarely if ever causes comprehension problems.

Number of syllables

Particularly when it comes to final consonant clusters in English, Spanish-speakers can suffer both from adding extra syllables (e.g. three syllables for "advanced" with the final "e" pronounced) and swallowing sounds to make it match the desired number of syllables (e.g. "fifths" sounding like "fiss"). With words that are similar in Spanish and English, they can also often try to make the English word match the Spanish number of syllables.

Word stress

Trying to make Latinate words in English match Spanish pronunciation is also true for word stress. There is also a more general problem that Spanish, unlike English, has a pretty regular system of word stress.

Sentence stress

Spanish is sometimes described as a "syllable-timed" language, basically meaning that each syllable takes up about the same amount of time. This means that the English idea of unstressed syllables and weak forms being squashed in between stressed syllables doesn't really exist in Spanish. This can make it difficult for Spanish speakers to pick out and point out the important words in a sentence.

Intonation

Spanish speakers, especially males, can sound quite flat in English, and this can cause problems in formal situations and other times when polite language is needed (especially as Spanish speakers also have other problems with polite language such as over-use of the verb "give").

Alphabet

The names and pronunciations of the letters of the alphabet in Spanish can cause confusions between these pairs in both listening and speaking, e.g.

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Pronunciation Problems For Spanish-Speaking Learners Of English

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Although a strong Spanish accent is usually easier to understand than a similarly strong French or Portuguese one, the pronunciation can cause considerable strain for the listener and seem somewhat harsh and flat. More importantly, Spanish speakers often have listening comprehension far below their other skills.

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The education system of Spain sounds very close to that of the United States.  I thought the article regarding native speakers was interesting.  When I lived in Japan, I was able to work teaching English although I had no experience teaching.  It worked out well in the end, however, as the students and parents just wanted me to spend time in conversation (about anything). It was my native speaking, my accent, and my familiarity with the language that they wanted.  The students were already getting the nuts and bolts of English in school.  This is basically what the article was saying as well.  There are pros and cons to having a native speaker teach the language.  The best situation would be to have someone with a native background and someone who could teach the mechanics of the language.

I loved the article about the kids who stood up against too much homework!  Good for them, and good for the parents for drawing a line between school and family time.  I understand how homework can cut into family time, and I don’t agree with that.  Time with family is important and should not be sacrificed.  Life experience is an excellent teacher.  It is much better than busy-work or rote memorization, which are very outdated educational methods anyway.  Now it is more important to teach kids how to think rather than what to think.  Life is the best education of all.  I think teachers should focus more on letting the kids reflect on what they learned while living life with family over the weekend rather than assigning busy-work that keeps them away from their family.

An article I found interesting was actually linked to one of the assigned readings, “The 500 Problems Most Spaniards Face When Studying English.”  I tried to reverse the information from the article to help in my studies of Spanish.  https://elpais.com/elpais/2017/01/02/inenglish/1483351635_870267.html?rel=mas

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I found the article “Are native teachers necessary the best?” very informative and insightful. I agree with the article’s statements that just because someone is a native speaker of a particular language doesn’t necessarily mean that they are going to be good educator. Also, they would not be as useful if they are not proficient in the students’ native language as well. A good language teacher would have a combination of both an extremely high or native proficiency of the language being taught, the language of the students and an educational degree with experience. Trying to learn Spanish myself from multiple classrooms, I could relate to some of the confusion of trying the learn different rules that are not present in a person native language. For example, Spanish has a few tenses that have different rules such as Imperfect and Preterite. Where I grew up, there was a heavy Hispanic presence and some of the students had learned Spanish as their first language and participated in the ELL learning program. It is really interesting to learn about the techniques that they used to help students learn English while going to school. School and homework can be difficult in general and I couldn’t imagine how stressful that would be and frustrating at times. Reading about the different learning approaches also gave me the chance to look back at my own experience of trying to learn a different language.

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English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.

Educators use a number of terms when referring to English-language learners, including English learners (or ELs), limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students. The proliferation of terms, some of which may be used synonymously and some of which may not, can create confusion. For example, the term English-language learner is often used interchangeably with limited English proficient student, but some school districts and states may define the terms differently for distinct classifications of students. Nonetheless, the federal government and many state governments have acknowledged that both terms refer to the same group of students-those with limited proficiency in English. When investigating or reporting on English-language learners, it is important to determine precisely how the term, or a related term, is being defined in a specific educational context. In some cases, for example, the terms are used in a general sense, while in others they may be used in an official or technical sense to describe students with specific linguistic needs who receive specialized educational services.

Generally speaking, English-language learners do not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English. In most cases, students are identified as "English-language learners" after they complete a formal assessment of their English literacy, during which they are tested in reading, writing, speaking, and listening comprehension; if the assessment results indicate that the students will struggle in regular academic courses, they may be enrolled in either dual-language courses or English as a second language (ESL) programs.

English-language learners may also be students who were formerly classified as limited English proficient, but who have since acquired English-language abilities that have allowed them to transition into regular academic courses taught in English. While assessment results may indicate that they have achieved a level of English literacy that allows them to participate and succeed in English-only learning environments, the students may still struggle with academic language . For this reason, the federal government requires schools and programs receiving federal funding for English-language-learner programs to monitor the academic progress of students and provide appropriate academic support for up to two years after they transition into regular academic courses.

Reform

English-language learners are not only the fastest-growing segment of the school-age population in the United States, but they are also a tremendously diverse group representing numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds. While most English-language learners were born in the United States, their parents and grandparents are often immigrants who speak their native language at home. In addition, English-language learners may face a variety of challenges that could adversely affect their learning progress and academic achievement, such as poverty, familial transiency, or non-citizenship status, to name just a few. Some English-language learners are also recently arrived immigrants or refugees who may have experienced war, social turmoil, persecution, and significant periods of educational disruption. In some extreme cases, for example, adolescent-age students may have had little or no formal schooling, and they may suffer from medical or psychological conditions related to their experiences (the term students with interrupted formal education, or SIFE, is often used in reference to this subpopulation of English-language learners).

On average, English-language learners also tend, relative to their English-speaking peers, to underperform on standardized tests , drop out of school at significantly higher rates, and decline to pursue postsecondary education. In school, they may also be enrolled-at significantly higher rates than their English-speaking peers-in lower-level courses taught by underprepared or less-experienced teachers who may not have the specialized training and resources needed to teach English-language learners effectively.

The increase in the number of English-language learners in public schools, coupled with the significant educational challenges faced by this student population, has led to numerous changes in curriculum , instruction, assessment , and teacher preparation. For example, states and national organizations have developed standards to guide curriculum and instruction in English-as a second language programs, while customized teaching and learning materials for English-language learners are now routinely introduced into regular academic courses. In addition, assessments and standardized tests have also been adapted to more accurately measure the academic achievement of English-language learners, and the majority of states now use the same large-scale assessment-the World-Class Instructional Design and Assessment consortium's ACCESS assessment (Assessing Comprehension and Communication in English State-to-State)-to identify English-language learners, place them into appropriate programs, and measure their academic progress and English acquisition. Teacher-preparation programs and certification requirements have also been modified to address relevant skills and training, and many states and national accrediting associations require formal training in the instruction of English-language learners. And in schools with significant populations of English-language learners, relevant experience, credentials, and training are often given priority during hiring and employment.

While there are a wide variety of instructional models and academic-support strategies for English-language learners being used throughout the United States, the following represent the three dominant forms:

Dual-language education, formerly called bilingual education, refers to academic programs that are taught in two languages. While schools and teachers may use a wide variety of dual-language strategies, each with its own specific instructional goals, the programs are typically designed to develop English fluency, content knowledge , and academic language simultaneously.

English as a second language refers to the teaching of English to students with different native or home languages using specially designed programs and techniques. English as a second language is an English-only instructional model, and most programs attempt to develop English skills and academic knowledge simultaneously. It is also known as English for speakers of other languages (ESOL), English as an additional language (EAL), and English as a foreign language (EFL).

Sheltered instruction refers to programs in which English-language learners are "sheltered" together to learn English and academic content simultaneously, either within a regular school or in a separate or building. Teachers are specially trained in sheltered instructional techniques that may require a distinct licensure, and there are many different sheltered models and instructional variations.

Debate

Given the culturally sensitive and often ideologically contentious nature of the peripheral issues raised by the participation of non-English-speaking students in the American public-education system-including politicized debates related to citizenship status, English primacy, immigration reform, and employment and social-services eligibility for non-citizens-it is perhaps unsurprising that English-language learners, and the instructional methods used to educate them, can become a source of debate. For example, a significant number of states have adopted "English as the official language" statutes, and citizen referendums have passed in other states prohibiting dual-language instruction except in special cases.

The issues of citizenship status and fairness tend to be at the center of debates about English-language learners and the best ways to educate them. Critics often argue that the use of the non-English languages in public schools (outside of world-language courses) deemphasizes the role of English as a source of linguistic and cultural unification. While critics generally do not object to bilingualism-the ability to speak two languages-they often contend that non-English instruction inhibits or delays the acquisition of English fluency (yet there is a growing body of research indicating that increasing reading, writing, speaking, and listening skills in their native languages can facilitate English acquisition among English-language learners).

While there is widespread agreement that English-language learners should become proficient in English, debates often center on issues related to cultural assimilation. Those who favor assimilation into American society tend to emphasize English-only policies and instruction, while those who favor acculturation tend to argue for the importance of maintaining bicultural identity and bilingual development. In addition, since English-language learners and dual-education programs may require additional funding, training, and staffing, debates about fairness and resource allocation may also arise.

For more detailed discussions, see dual-language education (for debates related to non-English instruction), multicultural education (for debates related to cultural education and assimilation), and test accommodations and (for debates related to the assessment of English-language learners).

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English-language learners, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. Educators use a number of terms when referring to English-language learners, including [...]

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When reading this week’s topic about teaching English as a second language in a nation such as Spain, one of the most interesting concepts that stood out to me was the Catalonian approach to enhancing the teaching of foreign languages in their localized educational system. Within the El Pais article “The traditional method of teaching English isn’t working” by Ana Torres Menarguez, the concept that “students studying conversational techniques need to understand the origin of expressions in different languages; which means thinking about similarities between languages” (El Pais). In my opinion, this method and ideology of enhancing the teaching of foreign languages within schools also looks to enhance the participation of global learning theories within the classrooms of Catalonia as well, mixing the understanding between one’s native language and culture and the foreign language and culture the students are immersing themselves in.

Although I have taken some education courses at a community college level that focused on teaching native English speaking students how to read and expand their reading and comprehensive abilities, I have very limited background knowledge about the systems and definitions correlating to English language learners who have came from different cultural and linguistic backgrounds. Within the ELL Handbook reading, one interesting element that I learned was the notion that “students who don’t understand English because they are new can improve faster than ELLs who have been here longer if they have a stronger academic background in their own language and have better academic skills. An academically strong student may only need to learn the language, whereas others may be lacking background in education and the skills they need to succeed” (ELL, 10). This idea was something that I had not previously considered when thinking about language, or reflecting on my coursework in past classes that centered around teaching the English language, but resonates with me now as I begin to understand the development of language for students who are already in the process of receiving educations within their own native languages.

Though this was definitely more of a travel-blog than an informative source, I enjoyed reading this article posted at the beginning of the year about how the popularity of expanding English programs and curriculum has become more accessible internationally.

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If you don't already know, teaching is the way to travel this year. Leave mommy and daddy's savings account alone and make your own dough doing something that's meaningful and profitable. Although the world is literally your oyster when it comes to teaching English abroad, why not narrow your search to the fascinating region of the Americas?

When most people think of the Americas, usually one country comes to mind: the USA. However, this region is so much more than the States. In fact, it involves twelve sprawling countries in South America, 7 Latin American nations in Central America, as well as Canada and Mexico in North American continent.

How about teach English abroad South America style? English teaching jobs in Latin America could include teaching elementary school kids English songs and games or helping adults learn how to make chit chat with English speaking tourists. TESOL jobs USA could mean helping immigrants better assimilate in American cities by teaching them survival English phrases. If you're a licensed teacher, you could even sign up for teaching jobs in South America international schools.

Ready to explore more options? Our community of meaningful travelers have spoken. Here are the 10 best places to teach English in the Americas in 2018.

1. Cuba

In 2018, one of the most popular places to travel and teach English abroad is Cuba. If you know a bit of Spanish, you will have the pick of the lot of ESL jobs in Havana, Trinidad, and Santiago de Cuba. Even if all you can muster is " ¿Donde está la biblioteca?", you can still teach English to Cubanos and learn the language quickly in a totally immersive environment. In your free time, channel your best Old Man and the Sea impression while fishing on a skiff in the blue or learn to make a mean mojito.
Recommended program: Teach abroad in Cuba with GeoVisions

2. Brazil

Did you know that Brazil is the best place to teach English in South America? It's really something special as the largest country and the only one that speaks Portuguese on the entire continent. You could find yourself tutoring Brazilian businessmen in São Paulo on the right way to close a business deal or teaching loads of classes at escolas de idiomas (language schools) in Rio de Janeiro and Belo Horizonte. When you're done with your teach English abroad South America aventura, work on your capoeira or samba skills to impress the folks back home.

Recommended program: Teach abroad in Brazil with ITTT

3. Colombia

If you'd like to try teach English abroad South America, please reassure your parents that Colombia is no longer run by Pablo Escobar and his cronies. Instead, sing the virtues of the country, like its awesome coffee, beautiful Caribbean beaches, and one of the cleanest Spanish accents on the continent. In fact, Colombia is one of the best places to find English teaching jobs in Latin America, with lots of language schools to choose from in Bogota, Medellin, Cartagena, and Barranquilla.

Recommended program: Teach abroad in Colombia with Teach English: ESL

4. United States

Forget teach abroad Latin America and the best place to teach English abroad in South America! If you'd like to teach abroad in an English-speaking country in the Americas, find ESL jobs in USA. You're bound to find something you like in any of its 50 states, from sea to shining sea. The bulk of opportunities can be found in inner-city areas in New York City, California, and Arizona where people are desperate to learn English to find work or improve their grades at school.

Recommended program: Teach abroad in the US with TIE

5. Argentina

Want to suss out the top English teaching jobs in Latin America? Why not teach English in South America, Argentina to be exact? This massive country is a joy to work in, with wide open spaces, European-style cities, and some of the best steak and chimichurri sauce you can find on the planet! There's always a high demand for English teachers to teach local tour guides or to get Argentinian kids fluent in the language. Find the best opportunities and language schools in Buenos Aires as well as Mendoza and Cordoba.

Recommended program: Teach abroad in Argentina with TEFL Heaven
Recommended program: Teach abroad in Mexico with Teaching House
6. Mexico
Recommended program: Teach abroad in the Caribbean with Premier TEFL
Tired of supermarket chips and guac and dying to sample authentic Mexican food for a change? Teach English in Mexico to satisfy those cravings and make some pesos to boot! This North American country is one of the most popular TEFL destinations in the world because of its ancient Aztec and Mayan cultures, white sand beaches, colorful festivals, and traditional arts and crafts. Find English teaching jobs in Latin America in sprawling Mexico City or in quaint cities like Puebla and Oaxaca.

7. The Caribbean

Why teach English in a cold, dark classroom in Europe when you could be teaching students under the warm Caribbean sun instead? Forget what you think you know about these tropical islands. They are so much more than sun, sea, and sand and you're bound to find out what goes on under the surface while teaching abroad there. Discover real melting pots that combine African, Asian, European, Middle Eastern, and indigenous cultures and languages you never heard of, like Papiamento and Creole languages.

8. Costa Rica

Don't want to teach English in South America? Summer it up in Costa Rica instead where it's never winter! This Central American gem is world famous for its laid-back philosophy of pura vida, living the simplest and purest life you can. Popular locations to teach abroad in Costa Rica include the capital, San Jose, as well as Alajuela, Cartago, San Pedro, and Heredia. Wherever you choose, there's bound to be mountains, beaches, waterfalls, and forests nearby to refresh your soul after slaying it in the TEFL classroom.

Recommended program: Teach abroad in Costa Rica with Maximo Nivel

9. Chile

Still trying to find the best place to teach English in South America? Try skinny minny Chile on for size. However, don't let its slim shape fool you! This Latin American country is chock a block with glaciers, deserts, cities, mountains, and plains. Find the best teach English abroad South America jobs in Santiago, including government-sponsored programs, volunteer opportunities, and private language school gigs. Other popular teach abroad locations include Valparaiso, Pablo Neruda's hometown, and beachy Vina del Mar.

Recommended program: Teach abroad in Chile with TeachingChile

10. Dominican Republic

Want to make your life really easy? Do like Columbus and head to the Dominican Republic instead of scratching your head trying to find the best place to teach English in South America. The DR is not only a hopping island destination in the Caribbean, it's also a great place to find ESL jobs. You could find yourself teaching locals in Santo Domingo, Santiago, or Cabrera. In the evenings, practice your Spanish by hitting the bars and nightclubs for bachata and merengue all night long.

Recommended program: Teach abroad in the Dominican Republic with CIEE

A note from GoAbroad

We'd like to thank our community for not only inspiring us daily, but for also giving us enough insight to share accurate predictions for meaningful travel in 2018.

Learn more about our research methodology, recommended programs, and links here.

Read the full report here.

Browse more of this year's report on top destinations to find English teaching jobs abroad

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10 Best Places to Teach English in the Americas in 2018 | GoAbroad.com

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If you don't already know, teaching is the way to travel this year. Leave mommy and daddy's savings account alone and make your own dough doing something that's meaningful and profitable. Although the world is literally your oyster when it comes to teaching English abroad, why not narrow your search to the fascinating region of the Americas?