Teaching history Essay
It has always been the aim of many educators to actively enforce and structure teaching according to student needs. However, with the increasing diversity and the challenges of educational policies, there is a hurdle among teachers to create an active environment for the acquisition of knowledge and information in the classroom. This especially applies to non-English speaking students. In the end, it is the commitment of every institution and lecturer to adequately device programs that will sustain and improve the level of instruction in every subject area.
The article of Jacobson and Carey offers readers an insight of how such method can be attained in the facilitation of social sciences particularly history in the classroom. They pointed out concepts and programs that are deemed to introduce the subject in a lighter manner while at the same time enhancing the way students’ grasp each lessons given. For them it is important that each one have the opportunity to share their insights and understanding while maintaining an effective communication pattern among the actors involved (Jacobson and Carey, n.d.). Author’s first point out the scenario concerning the new developments happening after the facilitation of an ELL program designed for non-English speaking students. In this light, there has been an initiative to create trends inclining towards bilingual education and shifting towards classroom instruction that is focused on the native language (Jacobson and Carey, n.
d.). This is problematic for students, especially for new enrollees at ELL, for they have to balance between the struggles of training for proficiency and studying the relevant lessons taught in a particular subject. In addition, with the increasing number of measures to determine competency, ELL students with no choice but comply with standards. This sometimes is exhibited in low standardized results and places the student at the risk of failing and dropping out of school.
This pass or fail mentality should not be the basis in determining aptitude. On the other hand, there must be a correlation between ELL curriculum with the subjects taught at school to synchronize and guide them accordingly. With this, Jacobson and Carey highlight the Specially Designed Academic Instruction in English (SDAIE) that seeks to foster academic content that is suitable for ELL learners. This program modifies the way instruction is made among participants to cater better understanding of the subject.
This is made by altering and using various methods that can enhance content appreciation and develop various learning modalities (Jacobson and Carey, n.d.). Lastly, the article provides a developmental program and syllabus aimed towards enhancing student appreciation of social studies.
Using the ELL framework and SDAIE, it furthers the understanding of vital content associated with the subject. At the same time, it enhances the relationship between educators and students by assisting in their communication and exchange processes. Likewise, this kind of setup cultivates the notion of democracy within the classroom and acknowledges the role of students. This helps expand not only on English speaking skills but at the same time a person’s writing and reading as well. To conclude, the methodology and study presented by Jacobson and Carey offer educational practitioners an example of how to increase competency and skills among ELL learners. Enhancing and synchronizing ELL activities to that of the curriculum like SDAIE is one example of boosting and expanding the horizons of non-English speakers.
Setting aside standards and the pressure of rigorous and examinations, this program is deemed to prove vital for a student’s susceptibility and performance. Thus, it can cater to further growth and sustenance both in the short and long term ideals and objectives set by a particular institution.Work CitedJacobson, Dennis, and Carey, Glenn.
‘Teaching Local History to English Language Learners’accessed 7 November 2008. 1-13.
