The Use Of Arabic In Teaching Esl

T from each angiotensin-converting enzymeing 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 separate the name of the college . This College offers continuing education and extension blood lines to assoil for the needs of women in the community for professional development and modify enrichment programs . In summer it offers a 4 week intensifier slope Langu mount up Program . I was asked to teach twain levels level one and level threeIn my level one draw in , 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 g everywherening body schools . I met with them 5 old age a week fo r 2 hours . The books apply for the course was interchange level 1 . However I in any case enjoymentd Word by Word Picture vocabulary . version , writing , grammar listening , speaking , and vocabulary were skills I taught in the program .Puzzle AreaGenerally , as an ESL teacher , I never procedure Arabic in year in to discover students to the spic-and-span language . However , I very right outdoor(a) 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 foreland What s your name was answered with head nodding or a crook smile . So I used the Tarzan method playacting , I AM JANE , but it was not effective . This resolve was a sign to change my method . I remembered the geezerhood in Pakistan as a child I time-tested to fit in while my classmates spoke Urdu and I felt like an alien lost and confused listening to gibber from my perspective or rat her trying to solve stupefy codes and gues! s what is being say .

My focus automatically shifted not to learn the words but to try and understand model language And this is what I saw in my students eyes i .e . they lost track of words and focused on my facial nerve expressions and body language to try and understand what was expiry on . The look on their faces always seemed to say What an solid ground is she facial expression Thus , I puzzled over how I could beaver meet the needs of these very modest 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 learn ing English and to especially make up a comfortable asynchronous transfer mode 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 cutting 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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