T from each cardinaling ESL StudentsContextIn the summer of 2008 I worked in a individual(a) college for girls in Jeddah Saudi Arabia ( Due to the college s policy , I was asked non to display the name of the college . This College offers continuing education and extension blood lines to shuffle for the needs of women in the community for professional development and alter enrichment programs . In summer it offers a 4 calendar week intensive incline Langu historic period Program . I was asked to teach both(prenominal) levels level one and level threeIn my level one postage stamp , I had a Saudi s : four of them were 15 diachronic period old , 2 of them where 11 old age old , 2 were 13 years old , and one of them was 24 years old . All of them came from Saudi administration schools . I met with them 5 old age a week for 2 hours . The books utilize for the course was interchange level 1 . However I in any case intentiond Word by Word Picture vocabulary . information , writing , grammar listening , speaking , and vocabulary were skills I taught in the program .Puzzle AreaGenerally , as an ESL teacher , I never office Arabic in year in to disc everywhere students to the sweet language . However , I very right onward realized that the students were not responding well to my use of English provided . I could see that the students snarl up insecure and confused . level(p) the simplest apparent motion What s your name was answered with head nodding or a corrupted smile . So I used the Tarzan method performing , I AM JANE , but it was not effective . This answer was a sign to change my method . I remembered the years in Pakistan as a child I tested to fit in while my classmates spoke Urdu and I felt like an alien lost and confused listening to gibberish from my perspective or ra ther trying to solve cabalistic codes and ! guess what is being say .
My focus automatically shifted not to learn the words but to try and understand beat language And this is what I saw in my students eyes i .e . they lost track of words and focused on my seventh cranial nerve nerve expressions and body language to try and understand what was deprivation on . The look on their faces always seemed to say What an soil is she facial expression Thus , I puzzled over how I could beaver meet the needs of these very pathetic level learners and whether or not I should use Arabic in class or notExploring the Puzzle AreaI decided to try with using Arabic minimally to encourage learning English and to especially make up a comfortable atm for the beginners to express themselves . For instance when I introduced the vocabulary words , I allowed them to use Arabic . It was much or less a co-operative learning strategy . I gave them the word and defined it in English and some students said it out loud in Arabic helping each other understand the unfermented words fully . that , I felt the need to use Arabic myself when it came to instruct abstract vocabulary...If you want to get a full essay, govern it on our website: OrderCustomPaper.com
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