TESOL English Teaching Essay
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Added on 2020-04-21
TESOL English Teaching Essay
Added on 2020-04-21
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Tesol 1TESOLNameCourseProfessor’s NameUniversityCity (State)Date
Tesol 2TesolIntroduction This essay focuses on how students learning English as an additional language can be taught to ensure that they comprehend different concepts as well as those to whom English is a native language. These students require effective and thoughtful pedagogy in the process of communicating ideas and thoughts with them. It is vital for the teachers to take into consideration the students’ points of view as they introduce them to new information. The main focus of the essay is on systemic functional grammar and on the different grammatical concepts that students need to be conversant with. The essay focuses on words, grammar and other key language aspects for student of different levels.The classroom can be a harsh environment to comprehend the English language correctly. Teachers and students who have a familiarity with one another could make assumptions and speak quickly during communication. In some instances, some things may be left unsaid, and specific rules could be enforced by the use of a look. Gestures could also be used to dissolve any misunderstandings that may exist process (Taverniers, 2010). Idioms that are commonly used may be bandied about without much consideration for their unintelligibility to people who are newcomers to the English speaking regions. Systemic functional linguistics is the study of the relationship that exists between language and the functions that it serves in social settings. The linguistic system is made up of three strata in systemic functional linguistics. These are; lexicogrammar or wording, phonology or sound, and semantics (Almurashi, 2016). Grammar is treated as a resource that aids in the process of making
Tesol 3meanings. Therefore, the systemic functional linguistics insist on the relationship between meaning and form. Students need to learn different concepts in the English language to become better at communicating using the language. It is therefore important for teachers to teach students the different techniques such as metaphors, idioms, similes, rhetorical questions, and alliteration among others. Students also ned to learn god text organization techniques(DECD, 2014). In the Australian curriculum, developing the literacy repertoires and the language resources available to students is an essential teaching component in line with the literacy capability. Teachers therefore need to work within a framework to ensure that they are able to adequately support their students (DECD, 2016). Teaching should be systematic to gradually introduce students to new concepts to enable the students to gain control of their new learning and become more independent. Incidentally, level four students communicate using simple words and sentences. At level five, they begin using different phrases and simple sentence openers and at level six, they use connectives to join different sentences. Consequently, at level seven, they make use of more complex words and vary their sentence openers more.Four significant theoretical claims have been made by different scholars about the English language. First, language use is said to be functional; it is also said that the importance of language use is to make meanings (semantic), the meanings brought about by language are also supposed to be contextual. This means that they are influenced by the cultural and social contextsin which they are used. Finally, the process in which language is used is said to be semiotic, meaning that it is a process in which meaning is made through choice (Matthiessen, 2012).
Tesol 4Halliday (2010), also said that the development of language has occurred in a bid to respond to three needs of the social-functional nature. First, it has occurred to aid in construing experience about things that are happening inside and around us. Secondly, it was developed to aid in the process of interacting with the social world through negotiating attitudes and social roles. Finally, language development came about to assist in the creation of messages that can package people’s meanings based on what the starting point of the message is. This is referred to as the theme of the message.In the process of teaching students who are learning English as an additional language different resources can be used. Incidentally, students in year level three can use games, stories, photos, and blogs among others (Martin, 2014). These resources enable the students to be more attentive and participate in the learning process which increases the levels at which they understand information.Use of the Documents in Teaching ActivitiesThe document ‘Three Levels of Texton Tornadoes’ has very many paragraphs that could be usedfor different learning activities. One activity is the use of a cloze text. Incidentally, on page five of the article, the chapter that talks about the duration of tornadoes can be turned into a cloze test.This can be used to test the students’ understanding of different features of the language. These include; tenses, conjunctions, adjectives, punctuation, prepositions, and articles. Therefore, different words can be removed from the paragraph and students can be required to fill them in with the right form of the words(Derewianka, 2012). This will help students master the English language and become better over time with practice.
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