The English language is among the few languages recognized and used globally. As a result, more and more people continually engage in the learning of the language for business communication as well as other facets of the modern day world interactions. The learning of the English language is dependent on the understanding of aspects such as the emotional, linguistic and academic fundamentals that underline the entire process. The education of English learners is still facing a number of challenges today owing to the dynamism of the different learners. This exploration seeks to unravel the pertinent issues surrounding the education of English learners.
Challenges to the education of English learners
The lack of qualified teachers has continually made the learning of the English language an uphill task for learners across the globe. The problem of teachers not being able to correctly translate their native languages with the English language makes the teachers unable to correctly educate the learners ( Goldenberg, 2008). Exposure to limited learning environments coupled with the attitude of the learners makes the learning process a difficult task to achieve. The lack of an environment that exposes the learners to a continuous learning process while undertaking their normal activities, as well as their poor attitude towards the learning of a foreign language, make it an impossible task to achieve the success of the learning process ( Goldenberg, 2008).
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Fundamentals Influencing English Learners
The growing numbers of English language learners are motivated by their educational, socio-emotional as well as linguistic needs. For the purpose of advancements of academic levels, people are forced to study the English language to enable them to acquire more studies in English speaking countries ( Peregoy, Boyle & Cadiero-Kaplan, 2013). The need to advance academics on the English language to be able to act as an educator also motivates people to learn the language. Learners are moved to study the English language so that they would acquire the linguistic prowess to communicate with other English language speakers. Socio-emotional aspects such as the desire to have a sense of belonging to English speaks inspires more and more people to study the English language today.
English Language Development Programs
Effective English language development programs are characterized by having clear and well-presented goals that have been designed in a meaningful context. The goals of the programs ought to be pinned on the facts surrounding the origin of the intended learners as well as their need for learning the language to determine the extent of the syllabuses ( Echevarria, Vogt & Short, 2008). An ideal English language development goal ought to include aspects such as the communication of certain ideas, concepts, and information that will enable one to acquire academic success in their various fields of study. The desire to achieve academic English instructions and the facilitation of the empowerment of families are some of the most critical philosophies underlying English language development programs.
English Language Special needs education
The presence of gifted and talented students in the programs that aid in the learning of the English language invites the need to develop special education programs that will fasten the learning process. The major focus for an educator undertaking the learning of English language in an environment having gifted and talented students is to primarily better their experiences by addressing their special needs in special ways ( Echevarria, Vogt & Short, 2008). Students with the behavioral and complicated medical diagnosis also fall in the bracket of special English language learners as they have special needs that call for such educational programs need not assume or take for granted. A dedicated approach to teaching with the inclusion of a personal address to academic, physical and psychological needs will be critical in ensuring the success of the learning process.
References
Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model.
Peregoy, S. F., Boyle, O., & Cadiero-Kaplan, K. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners . Upper Saddle River, NJ: Pearson.
