Endorsement Of Esol In The Educational System Of Institutions Essay

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English for Speakers of Other Language or ESOL programs are considered one of the most important courses offered by learning institutions today whether on personal basis or through on-line teaching. In this manner, institutions are also encouraged handle ESOL programs to be able to meet the needs of a growing market of people who are expected to speak professional English. Hence, even business administrations are being invigorated to host an ESOL program even for their own employees alone.

Many business administrators believe that this step of improvement would naturally bring their company great rewards especially with regards to being globally competitive. However, when it comes to the part of the learning institutions, taking this big step of adjustments towards providing adult students with professional business English basics may not be that easy to imply. Certainly, a certain level of motivation is needed to be able to meet this requirement of the growing market of people who are able to speak English as their second language.

The utilization of the right motivation procedure is indeed the key to this factor of needed adjustments especially for the educators. ESOL students come form all ages and all races as well. This is the reason why teaching the said clients of education would not only require professional application of the standard teaching procedures, it also adds up the fact that there is a need for the educators to adjust with the people they are supposed to deal with during the class. They must be bale to recognize the existence of cultural diversity in the class.

Thus, this means that the teachers should at least cater to the individual differences of the students as well. What motivation could be applied? Is there any way by which the educators could be moved to get along with the adjustments that are needed for the program? In this regard, the ESOL programs hosted in Toronto shall be examined in this paper. This is especially focused on how the educators were mainly encouraged to adjust themselves with the program and how the said motivations gave fine results for the educating processes of the said state.

Problem Statement It has been mentioned earlier that there is a dire need of producing or formulating programs that suits the need of adults and young students as well to learn business English for them to be prepared in facing the real business world later on. Hence, the problem that is to be discussed in this paper is much related on the way that the educators were motivated to make the necessary adjustment for the said program applications. The following are among the questions to be answered:

¢ How could the educators be moved to take advantage of the current need of producing students who are able to speak English as their Second Language, thus giving the business industries higher competencies in the future? ¢ How should the educators feel about the progressive teaching strategies that the program requires of them? ¢ Would there be progress in applying the necessary points of consideration in the said program, especially with regards to teaching strategies? These questions shall serve as guidelines for the author of this paper in

completing the required data for this assignment. Review of Related Literature As mentioned earlier, it is indeed a certainty that the journals and books used by the author of this study is much related to the issue being discussed. The said journals are to be introduced herein. One of the basic factors of success in any organizational progress is the art of motivation. However, motivational procedures are not that easy to apply especially if the crowd to be dealt with is not that inclined or cooperative in the progress being implied in a specific organization.

In this regard, Zoltan Dornyei talks about specific factors of concern especially on the part of the educators when they are dealing with their students. Here are some of the suggestions he mentions: ¢ Be leaders and become role models in class As the educators show their enthusiasm in teaching, the students too are able to have encouragement to learn the language with enthusiasm as well. ¢ Make the Classroom Environment Lively

This could include the ability of the educators to encourage their students to speak out their ideas and their thoughts regarding the issues being discussed which should be of interest to the students depending on their age and their races. This would allow the students understand the language they are trying to learn while enjoying sharing their thoughts at the same time. ¢ Be Open to Suggestions from Students The fact that the students also want to have exposure to the language at a certain level, the educators should consider hearing what they want form the class to be able to help them participate more during discussions.

This way, they could become more progressive with their studies as the classes continue. Discussions An ample amount of motivation in the Toronto ESOL program offerings have resulted in considerable successful final products. However, the question here is, how much motivation did it take before the educators were convinced to take on the challenges of teaching other races with the ESOL programs that has been formulated for the different institutions to include in their learning programs? Certainly, motivating people to take on the challenges of change is not an easy task.

According to Andrew Duffys report on Canadian learning institutions, Canadas failing of a number of students who are studying in the said country has been due to the fact that the seriousness upon the program that the students are ought to learn has not been realized much by the students themselves. As a result, educators handling this type of situation also loose their enthusiasm upon the application of the program, which they ought to offer to their students. This situation then called for much motivational processes on the part of the administrators of the learning institutions.

The Motivational Procedures Specifically focusing on the institutions in Toronto, Canada, it has been reported that the staffing of ESOL teachers has been increased in a matter of time to be able to support the existing teaching force with the other educators that are needed to attend the needs of the students in Toronto. Notifying the educators on how to specifically help the students realize what they have to learn about their chosen courses have made so much difference for the reports which were once reported about Toronto.

The Toronto Star reports that in a nationwide survey of some 9,000 high school dropouts in Canada, three out of every 10 dropouts leave school because of boredom. Good grades are no indicator that students will stay in school, as over 30 percent of those surveyed had high marks. Jim Livermore, vice president of the Ontario Secondary School Teachers Federation was not surprised. He stated: Boredom is more of a factor today than it was 20 years ago because of television. To interest kids everything today has to be glitzy, high tech and showy.

Mr. Livermore feels that some of the brightest minds are not being challenged in school. He added that the old way of teaching doesnt work any more. Rather than lecture-style teaching, we have to get students more involved in learning. Hence, it has been added in the motivational procedures the educators need to be educate themselves. This education includes teaching strategy enhancement as well as informing the teachers on the real need of the country of having English Speaking citizens.

It has been stressed out that the production of students who are able to speak professional business English gives the country a greater chance of being globally competitive, as their employees become world class. Hence, the educators were able to realize the need for the said program. As a result, the educators were motivated to continuously assist their students to becoming highly competent when it comes to using the English language in a professional level. Results of Motivation

After the motivational procedures have been implemented, fine results have been received by several Toronto learning institutions. Yes, the application of the learned strategies through the motivational programs, which were commenced, proved to be productive and successful for the students who were able to realize the need for them to progress on their own way. Certainly, it has been observed that much of the motivational tactics that the administrations used for these programs were indeed effective.

The motivation that the teachers were able to gain during the training programs has directly affected the way the students view their need to learn their subjects. The fact that the teachers realized the need for the program in their place, the programs became much productive, able to give the students the ample training they need to be able to become competent enough in the usage of the English language. This then helps the Canadian employers to be more at ease as they hire students who were produced by the Toronto learning institutes. Conclusion

With the details of ESOL development programs in Canada, specifically in Toronto, listed in this paper, it shows how much motivational procedures aimed towards the educators could contribute so much on the way the students progress in their studies. The effectiveness of the curriculum of English learning offered in institutions of education is highly based upon the enthusiasm of the educators to handle their classes while being able to meet the needs of each of their students. Indeed, teaching students with so much diversity among them is a great challenge to any educator in the learning industry.

The consequences though of ample training and motivation with regards to the teaching strategies used by the educators is indeed fruitful and beneficial on the part of the students and the economic growth of the country basing from the competency of the employees produced by the institutions, regardless of the fact that they are native English speakers or not. In this manner, the certainties of the employers on the new graduates of learning institutions become stronger and the results of the job done by these students are much globally competitive as they re able to use the English language in professional applications.

BIBLIOGRAPHY

Internet Journal Sources: The Community Social Planning Council of Toronto. (2005). Community Voices, Perspectives and Priorities. http://72. 14. 253. 104/search? q=cache:LHaAxJemZSoJ:www. inclusivecities. ca/publication/reports/Toronto-ICC-Report. pdf+ESOL+in+Toronto+Canada+reports&hl=tl&gl=ph&ct=clnk&cd=6. (June 25, 2008). The 2003 Atkinson Fellowship In Public Policy. (2003). Class Struggles: Public Education and the New Canadian. http://www. atkinsonfoundation. ca/files/Duffyrev. pdf. (June 25, 2008). A. H. Maslow. (1943). A Theory of Human Motivation.

http://www. advancedhiring. com/docs/theory_of_human_motivation. pdf. (June 25, 2008). Frederick Herzberg. (2006). Human Relations Contributors. http://www. accel-team. com/human_relations/hrels_05_herzberg. html. (June 25, 2008). Books: Don Dinkmeyer. (1995). Leadership By Encouragement. CRC Publishing Company. Zoltan Dornyei. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. Lewis E. Losoncy. (2003). The Motivating Team Leader. DC Press. Barbara Burnaby. (1992). Socio-Political Aspects of ESOL in Canada.

Ontario Institute for Studies in Education. JoAnn Phillion. (2002). Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning (Issues in Curriculum Theory, Policy, and Research). Ablex Publishing. Devon Woods. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics). Cambridge University Press. Craig Chaudron. (1998). Second Language Classrooms: Research on Teaching and Learning (Cambridge Applied Linguistics). Cambridge University Press. HYBELS.

(2003). Communicating Effectively. McGraw-Hill Humanities/Social Sciences/Languages Jere Brophy. (2004). Motivating Students to Learn (2nd Edition). Lawrence Erlbaum Associates; 2nd edition. Irene M. A. Henley. (2004). Aviation Education and Training: Adult Learning Principles and Teaching Strategies. Ashgate Publishing Company. Ken Hultman. (2001). Balancing Individual and Organizational Values: Walking the Tightrope to Success. Pfeiffer; 1st edition. Ezdras Martinez. (1990). Management Theory and Practice. Rex Book Publishing Manila.

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