According to Lucas, T and Freedson-Gonzalez (2008), there is a need for teachers to add a separate course devoted to teaching ELLs, and ELLs are required to have access to comprehensible input and produce output. Therefor, teachers should pay attention to the special instructions in academic content as well. It cannot happen separately. While teachers are giving instructions to ELLs, English-speaking students can also acquire some useful information from them. Course management and curriculum are not possible to be divided into different parts for a special group of students so that the special implications and instructions are required during the whole class. Moreover, improving teachers’ professional knowledge is a necessity in TESOL (Gebhard. M, 2013). That is to say, teachers should shift their conceptualizations from a traditional one to a broader and more functional understanding perspectives. If teachers are capable to use the language that students in different background can capture, the academic content will suppose to be a easier task.
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