I Need this ASAP.... No plagiarism please

LaToya Gipson

Running head: ASSIGNMENT 4: ELL 240 1

Assignment 4: ELL 240

English can be one of the most challenging subjects to teach to students especially those with different and diverse cultural backgrounds, which means that English is not their first language. It is, therefore, the duty of every tutor or teacher to be very mindful of the variety of the students so that they can be fruitful when they teach and deliver their sessions so that all the students, the ELLs can benefit from the class sessions that they hold together with the students. This paper is going to focus on how the tutor can encourage the understanding and incorporation of vocabulary among the linguistically and culturally diverse students in the classroom during and after their classroom sessions so that they can be able to decipher and apply the vocabulary in their daily speeches.

The aim of any learning process and hence the case of the ELLs is to understand and be able to apply the knowledge in their daily lives and even to transform the ideas into substances which will be useful in making the world a better place to say. By introducing the vocabulary to the linguistically and culturally diverse ELLs, it does not just serve the purpose of challenging them to have a greater interest in the language and yearn to study more of it for the acquaintance, it also helps them know how to write, spell, read and pronounce the words. By learning a certain language and considering that language is the only vessel through which oral tradition is passed in almost all the communities, it serves the purpose of helping the diverse ELLs to understand a bit of the English culture and try to relate with it even as they learn the language.

The diverse students will often try to interpret the vocabulary according to their earlier information which is determined by their original first languages. It is therefore very essential that the tutor be very lenient and patient with them and try to hear out their opinions before telling them what to do and what English does differently as compare to their initial languages. Enhancing the vocabulary of a students is not just giving the opportunity to be better hearers and speakers of the language but it also opens more doors for the students so that it is not only the aim of the school that is achieved but also the aim of the community since it promotes cohesion among the speakers of the language.

It is also not a surprise that most of the diverse students will find it hard to speak most of the words, especially those whose pronunciations seem to be complicated since they are not indigenous speakers of the language. It is the responsibility of the tutor at that point to help the ELL to know exactly why the word is pronounced as the tutor says and not as the student thinks without sinking the hopes of learning in the student. The problem with many tutors is that they do not understand that the students already had their initial language and are now learning a totally different language. They are enlarging their understanding of a new language and closing the gap that exists between their known old language and the developing new one.

There are various dynamics which also surround the issue of the diverse students and the new language, English. They can be very easily communicative in their peer groups but can rarely say a word when the tutor is around them. It is, therefore, the little wisdom of the teacher to introduce a method that will make them feel free to speak and interact with their peers as frequently as possible so that they can have the maximum time to not only subconsciously learn how to speak, but they will also get another vocabulary from the people they are engaging within the talks or speeches.

Some of the practical ways that the tutors can apply in helping the ELL understand English and the vocabulary, despite their diversity, are; pointing the real objects if there are such to which the vocabulary refer, use of gestures, they can point pictures, if there any which show the object or substance to which the vocabulary is referring. One of the most effective ways to help boost the memory of the students is to involve them in the teaching process so that if the vocabulary has a meaning that can be shown by acting out, it would help to select a few of them and illustrate to them so that they are empowered to show the meaning of the word to themselves and by so doing their memories are boosted to retain the meaning of the word for a longer period and thus the easier they become to apply in the ELLs’ speeches. Cognates can also go along way helping since it would be a word that in their different languages mean very different things but in the context of English, they will only have to fill in the new English meaning.