Key Characteristics Of Content-Based ESL Essay

Questions:

1.What are the key characteristics of Content-Based ESL?
2.What are the benefits and challenges of teaching Contend-Based ESL in your own teaching context? Provide specific examples.
3.Think of your own teaching context. Prepare a task which is cognitively demanding, and context reduced.

Answers:

The Content Based Information is considered to be a powerful innovation which is able to acquire and enhance the language. The forms are set for the lessons which are blended mainly with the use of stimulating content. For the ESL, a steady stream of discussion is required with the academic language and different forms of instructional models to enhance the English learner’s language learning or to accelerate the language acquisition. The models are used for employment in the adult with ESL settings in institutes or college (Regan, 2015). The ESL teachers have been conscious of English competency and English learners for achieving the academic success. The ability to apologize cannot support one from the needs to compare and contrast, define and discuss the subject matter classes. The program has been to demonstrate the software learning and communication skills that make use of the CBI with proper theme based learning systems. It includes the effectiveness of the enhancement software with uses of the copyrighted content.

2.The benefits for the content based ESL are:

  1. The learning of language is found to interesting and motivating where the students make use of the language to fulfil the real purpose where the students are independent and confident (Karpicke et al., 2014).
  2. The students have the power to develop a knowledge of world through CBI which can be a feedback to improve and support the educational needs.
  3. The information is taken from different sources to revaluate and restructure the information that can help the students to develop a valuable thinking skill to transfer to other subjects.

The problems with the content ESL are:

  1. The CBI is not focused on the language learning where some students are also confused about the improvement on the learning skills. The focus is to follow-up the exercises and draw attention to the linguistic features.
  2. The monolingual classes with the overuse of the student’s native languages as a part of lesson can also be a problem. Here, the lesson cannot be focused on the language practicing students which is found to be easy and quick to use the mother language. One needs to share the rationale with the students and explain about the benefits of using the target language (Savery, 2015).
  3. It can also be found to be hard for the information sources and texts to work on the lower levels. The sharing of information is mainly in the target language which cause great problems, where the lower levels are set either for using the texts in the native language of the student. It also allows the students to present the end product for the native language with the options to reduce the level of challenge.

Germany has been an effective example for the school system to map how English is taught as a foreign language where the CBI has been established as well. In different countries, the focus is on the social sciences which were being taught in foreign language (Kwon et al., 2016). The programs are to seek and provide the students with higher proficiency of the foreign language. The long-term program with content based instructions in seventh grade after the students had two years of English. The subjects also focused on offering the possibility of content through the grades of 11 to 13.


3.The preparation for the standardised writing exams is the best example for the students who focus on creating a persuasive writing on a particular topic. Here, the students need to prepare the writing assessment which focus on the different types of the writing patterns. It includes the writing which is under pressure, and the students need to learn about how to organise the ideas in a quick and effective manner (Yu et al., 2015). The complete writing of assignment in a particular time is through creating an outline which helps in understanding the important for the rough draft. The important aspects are commonly overlooked. Hence, the students can lose points, and be given zero for failing to follow the directions properly. The standardised writing exams are set to test the writing ability with comprehension of one prompting about itself. The example is about how the students fail to attempt for the prompt and then are given a zero or un-scoreable (Uhi et al., 2017). The concern is about the child readiness for the upcoming writing assessment, with proper elementary and middle school students receiving the writing assessments in the specific grades. Here, the students are provided with a certain wrong prompt and then asked in response for that prompt. The students are then provided with the writing prompt and then asked to write a proper response for the same, in a short piece of literature. In order to work on the development of the students, the students have to be cognitively demanding for the tasks and the materials with context reduced. The focus is on illustrations and the contextual relevance which works on primary language support, social interaction and quality feedback. The standards are set for the rich tasks and materials which suggests the focus is on corresponding to the quizzes and tests which are worked upon under different conditions and evaluated differently. The answer is mainly for the right one student where the standardised tests are found to be fairer than the non-standardised tests (Demircioglu et al., 2013). With the standardised forms, the focus is on handling the key writing tips and to avoid the repetition of the texts in each option, with evenly distributing the key among the locations. The standardised choice is about inserting the graphics with the test document if needed and changing the readability level to check the words using the different tools like Natural Reader

References

Demircio?lu, H., Din?, M., & ?alik, M. (2013). THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS'UNDERSTANDING OF'PHYSICAL AND CHEMICAL CHANGE'CONCEPTS. Journal of Baltic Science Education, 12(5).

Karpicke, J. D., Lehman, M., & Aue, W. R. (2014). Retrieval-based learning: An episodic context account. Psychology of learning and motivation, 61, 237-284.

Kwon, C., Kim, Y., & Woo, T. (2016). Digital–Physical Reality Game: Mapping of Physical Space With Fantasy in Context-Based Learning Games. Games and Culture, 11(4), 390-421.

Regan, P. (2015). U.S. Patent Application No. 14/831,207.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15.

Uhl, J. H., Leyk, S., Chiang, Y. Y., Duan, W., & Knoblock, C. A. (2017). Extracting Human Settlement Footprint from Historical Topographic Map Series Using Context-Based Machine Learning.

Yu, K. C., Fan, S. C., & Lin, K. Y. (2015). ENHANCING STUDENTS’PROBLEM-SOLVING SKILLS THROUGH CONTEXT-BASED LEARNING. International Journal of Science and Mathematics Education, 13(6), 1377-1401.

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