Program Overview: ESL courses

Program Overview: ESL courses

ESL course is designed to cater to the eager group of school students who wish to study English as a second language. Any language that is acquired comes with its own set of rules, lexical system, discipline and cultural nuances. The most important factor in any language system is its relevance to the culture and the region in which it was born. Therefore the language that is to be learnt, demands that the learner must adapt to its needs and requirements. The teachers that would be provided to the students are themselves the one who have acquired English as their second language. English language comes along with its intrinsic value and validity but has changed through time, which has made this language system to acquire some extrinsic values also (About ELL Programs. (n.d.)). The program not only aspires to make it a long instructive session for the students, but also aims to invoke the students’ reactions to this concept of new learning. Thus, it is an advantage to the beginners to learn under the guidance of the English Language experts who themselves are non-native speakers of English. It not only provides a chance to the students to learn English but that they will also get to share the personal experiences of the ones who went through the same exercise before reaching this expert state. The students might have certain apprehensions and anxieties related to language learning, but this shall come as a relief to the students that they need to think of the program as a very strict or scholarly mission, because the program aims to form a scope beyond the realms of knowledge, but the whole process of acquiring that knowledge (Tucker, J. (2006)).

Objectives of this program

Whenever a student is willing to learn English, definitely he makes this choice because there are certain goals to reach. Therefore, for creating a successful learning experience for this student-teacher interface it is significant to lay down the main objectives of this program. The objectives are made on the basis of the most important queries that a student can have:

1. To impart necessary background and the basic implications of English Language.
2. Relevance of English as a global language.
3. Introduce the fundamental value of this language.
4. Basic rules, lexical issues and grammar system in this discipline.
5. Its role in enhancing communication and the related skills.
6. English writing and reading through various activities and the workbooks.
7. To let the students attain expertise in at least one accent properly.
8. Introducing various accents of the same language system.
9. Introduction to Phonetics.
10. Promoting international and inter-cultural relations.

English is well-read everywhere as people have by now concluded that knowledge of English as a language is a passport for an impressive career, exciting pay, advanced knowledge, and enables communication across the national boundaries. Learning this language also opens the key to access the treasure of English Literature, its academic and historical importance is essential. English has replaced French as the language of diplomacy. In this computer age, English is bound to expand its domains of use everywhere. The teachers have also been instructed to encourage a student get a strong hold of the language in a competent way, by instilling in the student cultural, educational, linguistics as well as vocational training. The program’s goal is thus to enable a student to have a fair knowledge of this subject, by making it interesting at the same time (Roessingh, H. (2006)).

The program componentsThe major components of the programs would be determined once the overall theme of the program is marked out. The content of the program has been designed in that manner which assess the current needs of the learners and also working upon the anticipated areas that may require help for the child. The program also aims to bring out the differences between the same language systems when it is used in speech and when it is used in writing. Since the discourse occurs differently in specific situations where the language manifests itself in a particular genre, and these genres are further determined but the nature of the text whether informal, formal or narratives. In the grammatical and the lexical systems the different configurations are referred to as registers and thus called as the register analysis. This becomes every important when a non-native speaker is taught the language so that he/she can differentiate. While learning the lexical system of a language it becomes obvious that there would also occur a scope for errors and thus such errors will also get analyzed by the teachers during the program. When a speaker of another language tries to learn the system of a new language there are many intricacies that he/she face. Therefore, there comes a level where the learner compares the linguistic resemblances and the dissimilarities from one language to the other. Therefore, the contrasting points may be the semantic primes, the pragmatic operations in a language and the basic word order that goes in a system (Genesee, F., & Upshur, J. (2000)).

The underlying theme of the whole program has been designed keeping in mind the right learning process and the most efficient way in which a student can learn this language. So, the units have their respective sections divided in a handy manner and also as simple and readable they could be. The activities have been designed in a manner that would take a student gradually through the beginner’s level, medium level, assessment and critique and finally to the expert degree. English Language Teaching in this program would focus upon functional, generic, structural and communicative methodology to make each learner reap fruits off the academic and economic opportunities in their future. Hence, it is not only a set commercial design, but it honestly takes care of their moral and social development; that is the program’s long-term goal.Strategies Proposed for teaching the macro skills in language system

 Language is a blend of a many activities at the same time, thus ensuring that many internal processes goes on even when a person uses a language. The important macro skills in communication are listening, talking, reading and writing.  It is seen that language skills are essentially learned by babies first by listening, and then they mark out the easy words which they can readily catch and try to make sounds (that is speaking in a language), they gradually grow up and use their knowledge in reading and writing. The strategies that can be individually used to enhance the language skills is firstly done by promoting the listening activities by giving the speaker total attention to whatever he /she can speak in English. The teacher would be considerate with the student to not cut his words and intrude in his dialogue. After this patient hearing what the teacher will speak would also be attended in the same way by the student and thus this way it would enhance their listening skills, which in turn would encourage the better understanding of a language (Brown, J., & Hudson, T. (1993)).

The other important macro-skill is Speaking, this also part when a language is to be learnt. The art of speaking is more essential, more than even just speaking and there lies a different style in which language can become meaningful with that art of speaking. Thus the program would be providing enough scope for interaction with the class-fellows and the teachers, so that more practice in that new language would make the learner gain proficiency.The third important language skill is Reading. It is important that individuals should learn to read the initial learning lessons of the language in which they are gaining expertise. In this case the learners shall be made to begin reading the letters, then the words and to move to the full sentence formation in the second language. This leads to the theoretical understanding of the second language, s the learner will also get a chance to get the phonetic significance of the words too. Reading is a great exercise for the pronunciation technique and also for improving the memorizing value and it also paves the way for imagination.

In order to improve the overall communication skills in language the teacher should work on a new learner of the language in a manner that positively influences the learning skills of the individual. Various types of writing are there to which the learner may get exposed and they are descriptive, analytical, expository, factual or exploratory. These types can be learnt gradually but adhering to these types of writing one can get a chance to explore the thoughts on a paper in the newly acquired language system.

Evaluation and the Development of the program

 The institute has the purpose to assure the learners of the second language to learn the concepts in such a way that actually alters and enhances the quality of the learning process which is imparted.  Thus the program would overall be evaluated and developed on the important aspects that are laid down. These four aspects would include the important theories, methods and the approaches(Derewianka, B. (1996)). The following four important aspects would be discussed in details:

a)      English as a Global Language

b)      Importance of English Today

c)      Methodology to learn English Language

d)     Useful Approaches to English Language

a)      English as a Global Language

The world consists diverse races, cultures, myriad lives and people, and so are the ideologies that govern the places they respectively inhabit. Along with such diverse problems arrives the need of adopting a common link between all the cultures, therefore language could only be that productive tool to bind such a diversity in one line. So, English has so far been treated as an idealized language that could fuel the communication in a batter and interesting manner. Each nation is determined to participate in the global domain where communication is based solely on the information processes and the commercial markets which further regulate and supervise the economical set up of the nation. The more any nation confirms to the mass-media and its benefits, more of the international and inter-cultural communication is required. And, that can only be achieved only when the prime importance to language should be given. Moreover, the ethnic diversity also means that multiple personas exhibit one kind of a place which also means the barriers between the people living in the same place, so the commonality on the grounds of language also promises intra-state peace and intra-cultural development.

Therefore, there is a great need of having a common language to at least promise healthy economic and social relationships.

Also, practically it is impossible for an average human being to interact with the global town without knowing that common language. However, it should not be seen as an offence to any other culture or language in terms of the meter of superiority or inferiority but such linguistic choice is made solely on the basis of its use across the masses and how much it is popular. The reason that English language has been privileged in terms of being a hugely followed language because it was already there in many regions and national premises which were colonized by the British. Where earlier the same was taught to the colonized to promote British culture and the forceful adoption of the British ways but now, it is not working towards changing the people’s ways and culture; it has  a larger motive and an advanced purpose now.

According to the famous linguist Tom McArthur, “In the closing years of the twentieth century the English language has become a global resource. As such it does not owe its existence or the protection of its essence to any nation or group.” The statistics say that around a billion of the population uses English as the native, foreign or second language. Over 1500 million people are already living in countries which now have English as the traditional language. Some 75% of the world’s mail and world’s information is stored in English and it is found that is a majority of 50 million users who use Internet in English.

b)     Importance of English Today

We have devised this program in such a way that it helps the students to take up the challenges of life with will and a bundle of encouragement. We promise to personally relate to each learner and help cutting away the unnecessary fears and anxieties related to the use of English. With the coming up of English and its evolution in achieving the status of a world language, we as an organisation find that is the need to teach this language to the school children so that  they can make use of the maximum opportunities and the chances they get to explore. As, most of the communication is taking place in this language, it has become the hallmark for the status and the competition today. Once, the schoolchildren gain the expertise in this language they would eventually be able to stand equally besides the native-speakers of this language too. Moreover, the competition is so tough today that there are now various varieties of English including American English, African English, Indian English and Australian English, where the parent language remains the British English. So, such diversity makes it as important as it should ideally be. Moreover, it is an enlightening experience to get exposed to the enriched dictionary of English, which has acquired many new meanings through time and changing patterns of the world (The Internet TESL Journal. (2005)).

c)      Methodology to learn English Language

Grammar Translation Method:

 In linguistic studies, it is a transitional method of teaching, which was originally practiced in Greek and Latin countries. This method requires the students’ exercise by translating the whole texts word- to-word which actually enables the thorough revision of the grammar rules of this language. The goal is basically to expose the student to the literary domain of the second language system. Translating such long texts into the second language subsequently leads to memorization of the discipline, and it focuses upon the language as a whole and that how it works.

The Natural Method:

It is just like a process when a child acquires his native language system, thus requires more of listening practice than actually going in for the strict questions-answers or the  direct repetition of anything. The emphasis is laid on the hearing and absorbing part of the process than to indulge in optimizing the practical application of it. It is a comprehension based method that is used extensively in language teaching (The Natural Approach. (n.d.)).

The Phonetic Method:

Learning English is correct, but what is more important is to learn correct English. It is extremely important to make the students know the correct pronunciations of the words. Even when a stress is being expressed in written form, which part of the sentence has to be stressed and how it is to be stressed is important. Various exercises can be given to the students where they can work upon the pronunciation and the way a sentence should be expressed. The right tactics of pronunciation actually make good readers and they get to be popular in the field of communication. This is a key part of linguistics that requires a great effort from the teacher’s side.

 The Direct Method:

This method can be seen as an extension of the Natural Method where the teachers involve in creating a natural learning environment for the learners, where the emphasis is laid on conversational patterns and learning. The classes would promote second language purely without any reference to the first language. The dialogues are formed with then students to initiate fast learning. This direct approach to learning is a productive and helps in spontaneous learning, because this casual conversational learning style provides the chance to correct the grammar mistakes of the student the same time when they are expressing themselves (Eric. (2010)).

The Audio-lingual Method:

This process is a little mechanical in its form, which again comprises memorization and pattern drills. It is further a refinement of the Direct Method. This method effectively controls the responses. Also, this methodology being more mechanical, considers second language as a process of habit formation. Its target is to descriptively focus on the second language, by analyzing it in all possible ways, and special emphasis is laid on oral communication in the second language, as well as paying much attention to the listening part of it. This method is quite advanced in its nature as compared to the rest of the methods, because it is technology based and can equally use visuals, when needed. Being such an advanced technology it is a successful approach in learning linguistically more complex features (The Internet TESL Journal. (2005)).

d)     Useful Approaches to learn English Language

Communicative Language Teaching Approach:

In the course of ESL, this approach argues that it is not only important to produce a grammatically correct sentence but it is important that all the sentences that are uttered should have cognitive competence also, that means the sentences that are uttered must be appropriate, effortlessly spoken and socially acceptable in the context of communication (About ELL Programs. (n.d.)). This approach emphasize upon the use of language which avoids colloquial and urban legends, for example the sentences like: “Hey Buddy, could you fix it for me?” shall be avoided and the use of sentences like “Excuse me, if you please could help me out with it?” is more communicatively competent than anything that is insensitive to socio-cultural knowledge, paralinguistic and proxemics.

Total Physical Response Approach:

This handles the non-verbal behavior of the person undergoing the language training, because when we engage in some sort of a new language there is a need to manifest ourselves to the culture, the social scenario, the ways of living of that specific place too. Therefore, the student needs to get trained about modifying the body language. For example, the training about using body while expressing thoughts in second language, making them verbally and creatively active. The objective of this approach is to connect physical activity with meaningful language use as a way of instilling concepts.

Immersion Programs:

In this approach the students would be instructed about their courses and the activities to be done in the second language itself. Thus, it becomes easy to find through the students expressions that whether they are able to translate it easily in their minds or not. The situation would easily reflect whether the students are actually getting it or not, and what is the level of understanding of each individual student with respect to the other student (About.com. (2012)).The immersion approach is called so because it begins like that and eventually it incorporates the native language. Therefore, the aim of the whole ESL is actually made clear again through this approach that we are not willing to teach this language as a substitute for the native language, but only as an addition to the native language of the student. This approach would be implemented only when the student actually acquires a good hold of the language, so that this approach can help building the proficiency in the student. This approach actually has two important ways to teach the second language to the student, where the first focuses upon Total Immersion program, where each and every activity, even related to pragmatics would be instructed in the second language and the second is the partial immersion which means instructions are given in the second language for half of the day and the rest of the day would make the students involve in their native language exercise.  Any of these approaches may be implemented depending upon the progress of the child in this process of learning.

The Eclectic Approach:

This approach is actually very flexible in its usage as it demands to combine together all the important sources of teaching English. This approach is vastly used by the teachers who actually are liberal and want the students to learn in an equivalent atmosphere. Our organisation also plans to provide the learners guided by the same motive that the teachers not restrict the students only to a single approach but must be able to  freely make them earn under the important guidelines regarding the new subject or the focus of study. It is a contemporary approach to learning that requires breaking the rigid structures and experiment with the new domains in language learning, which has to be practical more than being instructive.

Assessing the New Learners

In any interpersonal communication it is a must that there is a casual interface between the two faculties that are involved so that it becomes a successful program. Hence, our organisation finds it necessary that the language learners shall be judged individually on how they would fare if they are asked to show what they gained in the previous sessions.  We regard the testing of the knowledge as a step forward because more than judging the learner it would be a kind of feedback to the teachers so that they may attend to the individual needs of the students and work upon their week areas during the course of the ESL learning (Tannenbaum, J. (2010)).

• The assessment which the teachers would follow for the students is unlike the traditional testing method here the students are tested on the basis of what they can relate to and further produce than just a brainless recalling and Xeroxed re-production of whatever they have so far learnt.
• Though there is no rigid structure that the program follows to assess the student but the sole purpose is only to check that how are students handling and accomplishing the practical applications in a particular context.
•  The assessment only wishes to see the individual growth of the student in learning the new language system, and it is completely devoid of any challenging criteria like comparing the students to one another, because our school only believes in developing the degree of one’s moral than focusing upon one’s grades.
•  Moreover, the assessment of a student would work upon the student’s strength (what they know) than to reflect upon the weaknesses (what they don’t know).
•  The assessment would also focus upon the sense of knowledge about the theoretical aspects of English language to an extent, where the students would be judged by the way they attempt the written tests. The tests would include the grammar part of the language, the literature (basic) and one subjective question related to the importance of learning English as a second language.

Brief description Course Structure for 50 hours theoretical program and practical applications in English as a Second Language:

Duration

(50 hrs)

Course Outline

Course Description7Basic Grammar TeachingVerb forms, grammatical structures, patterns and the appropriate styles of introduction, greetings, reporting the problems, Tenses, conjunctions, punctuations.5Descriptive SkillsComparative language, importance of vocabulary in personal and professional lives, communicative structures in English for expressing the opinions and initiating the descriptive responses in return.3English Numerationtime, quantity, price and currency conversion and numbering vocabulary. Also, the business structures (basic- buying and selling), and  numerical expressions like decimals, fractions etc.10Receptive Skills

DevelopmentPatterns of English Grammar while listening, video comprehension and making out the meaning of the audio visuals. Intensive flicking and scanning development technique10Written Skills DevelopmentIntroduction to the standard formats for writing letters (formal and informal both).  Expressing the opinions in writing, the role of narrative, and the active and the passive of the events.5Practical Application and Self-InstructionExposing the learners to the authentic sources like radio broadcasts, in both British and American English. Encouraging particiption in online quizzes and puzzles on interest areas.5Class Communication                                                    ESL PROGRAM

                                                     TOPIC: Culture

OutcomeStudents learn to: Students learn about:Language to be taughtTeaching and learning sequence

Resources

AssessmentQuality teaching
9. A student demonstrates understanding that texts express views of their broadening world and their relationship within it

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