Even when they are given a large number of students, teachers know that they must make at least some attempt to individualize their lessons, or at least allow for different learning styles. For teachers of English as a second language, this is often even more pronounced. Students learning English as a second language often come from different backgrounds that make the task easier and harder. First, language acquisition is a skill much different than math, science, or other academic disciplines. Instead, learning a language requires not simply the rote memorization of words and grammar, but instead the ability to synthesize vocabulary, grammar, and meaning in order to achieve fluency. Students "need opportunities to grapple with concepts by discussing topics in meaningful and productive ways" (151). Thus, the English language classroom looks for "meaningful discourse," as well as contributions from students that make that meaning (151). While enhancing the quality of...
[ View Full Essay]