Dorit Sasson  |  English Language Learning (ELL)  |  0 comments  |  323 views  |  Read Full

 

Recently, I had the pleasure of interviewing Andrea Honigsfeld and Dr. Maria Dove, who were gracious enough to provide readers of the Teachers' Diversity Coach, insights and information on teacher collaboration and on their new book, Collaboration and Co-teaching: Strategies for English Learners. In the past few years, collaboration between general education teachers and ESL teachers who teach English language learners is emerging as a highly important development that is helping teachers of ELL students address the problems of how to support this diverse student population more academically.

Dorit Sasson  |  English Language Learning (ELL)  |  0 comments  |  449 views  |  Read Full

 

English language learners do not have the same knowledge that their native English speaking peers do, so it is essential that you create opportunities for it. And it's not that ELL students do not have background knowledge. They just have it in another language!

Joanna Corvino  |  English Language Learning (ELL)  |  0 comments  |  470 views  |  Read Full

 

Learning new language might seem like an intimidating task. Having knowledge of the right methods can not only make the process more efficient but more enjoyable as well.

Rui Ming  |  English Language Learning (ELL)  |  0 comments  |  325 views  |  Read Full

 

Learning mandarin is difficult but often worth it. The best way to go about making it easier is to study in a way that targets the reason for learning the language in the first place.

Alex Wright  |  English Language Learning (ELL)  |  0 comments  |  389 views  |  Read Full

 

Explains what vocabulary frequency is and what research has shown about vocabulary frequency. The article also examines the practical aplications of research finding about vocabulary frequency

Christy Morgan  |  English Language Learning (ELL)  |  0 comments  |  413 views  |  Read Full

 

No matter how good an English course or individual class is, the curriculum often focuses on practising English for a variety of real situations that may arise rather than on students’ real requirements.

Paul Z. Scott  |  English Language Learning (ELL)  |  0 comments  |  462 views  |  Read Full

 

One of the first decisions to make is which language should you choose to learn, this decision is closely linked with the second challenge - what is your reason behind wanting to learn a language. If you just want to learn a new language to prove that you can, then it doesn't really matter what language you choose - choose one you are interested in.

Susan Valdar  |  English Language Learning (ELL)  |  0 comments  |  530 views  |  Read Full

 

It's a well-known fact that adult learners of languages have a much more difficult time of it than children do, for the simple reason that children's brains are far more malleable when it comes to language learning. In fact somewhere after the age of eleven, the native-language learning centre of the brain gets...

Dorit Sasson  |  English Language Learning (ELL)  |  0 comments  |  665 views  |  Read Full

 

Discipline problems usually occur when students are faced with a complicated task and don't know what to do. Teachers can offset a majority of discipline related issues by monitoring how well their students absorb the information. You want to engage your English language learners (ELLs) so they are constantly on-task even if they don't know a lot of English.

Farnoush Karimi  |  English Language Learning (ELL)  |  0 comments  |  1878 views  |  Read Full

 

The Effect of Using Information-Gap Tasks on Iranian EFL Pre-Intermediate Learners' Lexical Development: The major aim of this study is to find out whether there is any relationship between the use of information-gap tasks in the classroom and Iranian EFL learners’ lexical development. For the purpose of this study five different kinds of information-gap tasks were chosen and practiced with the experimental group.