The most important aspects of English language learning

The English Language learner has a variety of resources and instructional guides for the learning process, especially where there is an organized system of learning. As a result, it is necessary to determine the process of the English language acquisition through different stages of the learner, concentrating on the most important aspects of the learning process. This paper considers various questions for the English language learner by answering them in sections.

ELL Resources

Depending on the age of the learner, different learning resources can be employed to reach the objectives of the learning process. Of necessity then, is to determine the age group within which the learner falls and to have appropriate learning resources being used. In this section, we look at various English language learning resources, including recommended books, websites, webcasts, parental tips, research and policy recommendations, learning strategies, curricula, audio-visual learning materials and multimedia software.

Some of the age specific learning resources that are used for pre-school learners include recommended books and websites, web casts and parental tips on learning. Pre-school learners would find these learning resources as beneficial since they are age appropriate in nature. Recommended books, for example, will have age recommendations. Such age recommendations assure the ELL teacher about the nature of the material within the course book, being suitable for the age of learners. Websites and webcasts can also provide are recommendations. Such materials will provide age-appropriate material that will be easily understandable to the English learner. Additionally, parental tips will provide stability of learning as parents encourage children to learn through age-appropriate methods of helping with homework and aiding in storybook reading.

On the other hand, elementary school learners often use grade specific learning resources such as classroom strategies in learning as well as research and policy recommendations from the concerned education authority. Policy and research recommendations will often have sampled the needs of learners at this stage and summarized valuable approaches when training these learners in the English language. Classroom strategies are equally helpful as learners at this stage can engage the learning process with various objectives in mind. Classroom strategies can therefore help in focusing the attention of learners towards certain key areas of learning that would be considered in the learning process.

Among middle school and high school learners, curricula, audio-visual material, multimedia software, trade books among other resources are used for the development of the English language learning process. When discussing the age appropriateness of audio-visual material, we notice that specific challenges are encountered when learning the English language at this stage. Audio-visual aids facilitate the learning of skills such as literary analysis and proper speech and pronunciation. Multimedia software for the purpose of English learning could also be useful for learners at this age since they are familiar with the use of technology in learning. Such software could be helpful in learning vocabulary and learning through interactive means of videos and activities. Moreover, trade books could be used in defined areas for the improvement in the use of the English language. For example, a trade book on the vocabulary among engineers or lawyers could be used to learn the contextual use of language within the profession.

Culture Sensitive Learning

The creation of a learning experience that would favor the development of both native and foreign language learners within the learning process has been an issue of concern especially with the diversification of the classroom with regards to culture (Mejia & Wilson, 2015). Creating culture sensitive approaches to learning is therefore key in universally equal delivery of the objectives of the learning process. Different resources mentioned above must therefore be tuned culturally to develop a learning process that embodies the cultural needs of the learning population.

Audio-visual learning material can, for example, include diverse culture trainers within the video. For example, a high Chinese or Latin American learner population would be more comfortable with a learning resource that embodies their cultural roots and therefore, easily identify with the challenges specific to that cultural background. Just as cultural competence is required in care organizations for the provision of patient-based care services, it is equally necessary that culture-based learning material is developed to reflect the cultural needs of the learner and facilitate the learning objectives for the second language learner (Banks, et al., 2001; Bonder & Martin, 2013). This is because the learning process is as much a product of social cognition as much as it has objectives for learning. Service delivery is therefore dependent on identifying the needs of the learners and meeting such needs.

The diversification of the society has raised the need to also create culturally sensitive curricula and the development of policy recommendations that have improved overall cultural inclusion in the learning process. Moreover, cultural sensitive web design has equally been created to cater for the growing needs of the learning population to adopt e-learning techniques (McLoughlin, 1999). Therefore, the learning experience has become an experience that is based on the application of culture-based services being provided to a wide range of users in different cultures. Second language learners are advised based on culture-specific challenges that come with learning a second language, including common mistakes, pronunciation techniques and first language influences that may affect learning (Wlodkowski & Ginsberg, 1995).

In essence, the process of learning requires situational cognition to boost motivation during learning. This includes identifying the needs of the learning population, placing it within defined culture boundaries and delivering culture-based services to learners (Brown, Collins, &Duguid, 1989). Educational research has pointed to the higher success rate in learning for cultural-sensitive curricula for second language learners (Bell, 1994).

Using Resources to Enhance Language Instruction

Responsiveness of resources being used within the learning environment is an important key when determining the resources to be used by ELL teachers. As a result, it is pertinent to make sure that the resources being employed meet the needs of the learners both at a cultural level, linguistic understanding and age-appropriate. Whether the learner is a child or an adult is the developmental aspect of the learning process, which must be brought on board when considering resource management and usage. For example, concepts such as rote learning and memorization are important when selecting age-appropriate material for learning between different age groups.

In adults, for instance, research has shown that it is possible to engage mind stimulating learning materials that will boost memorization and internalization of learning material (Tan, 2010). In children, however, the same content can achieve the different objective of maintaining concentration during the learning process. Additionally, developmental factors also include learners with disabilities and the creation of a learning environment that suits them as well. Therefore, the application of learning resources for children with disabilities is a major focus as it allows equal opportunities for education regardless of physical, mental and other forms of disability (Franklin, 1992).

On the other hand, culture-sensitive learning cannot be understated as a major learning factor for culture diverse learners. Improving the visibility of cultural minorities within the learning environment boosts participation and the feeling of acceptance among learners. Moreover, learners can express cultural challenges in the learning process where cultural sensitive approaches are taken in teaching. Moreover, teachers and other students are more likely to understand cultural challenges in the learning process, especially because of the diversification of the society and the need to include demographic diversity in every day interactions. In combination with cultural sensitive cultures is where there are other developmental factors to consider such as disability with the learner. Of necessity, one must develop culture- and development-sensitive content of learning that includes the learner who may have multiple consideration factors, such as a disabled African American learner.

Linguistic appropriate learning material is also crucial where the instructor has to differentiate between the different English learners. Content must be able to reflect the linguistic abilities of the learners as well as their levels of education. For example, second language acquisition curricula will not be the same as that of English native speakers at the same development and cultural level. While this can be considered an extension of culture-based language learning to some extent, it is also based on the individual’s demographic factors such as age, first language proficiency and level of education (Chen, Mashhadi, Ang, & Harkrider, 1999). The significance of such approaches is to maintain the linguistic levels of teaching within grasp for the learner and enable them enjoy the benefits of learning step-by-step.

As explained earlier then, some learning resources are more appropriate for different developmental, linguistic and cultural levels as opposed to others. For example, parental tips are especially essential and age sensitive to the learners. Parents have an important role in co-teaching and provide the assertive affirmation that the child is on the right track during the formative years of learning (Villa, Thousand, & Nevin, 2008). While this transcends cultural factors, virtually all learners in their formative years will require this kind of affirmation for effective learning of a language, or any subject for that matter. This is thus an age appropriate measure that could be taken in improving learner progress during the language acquisition period.

Audio-visual resources are another form of resources that have been embraced throughout the different spheres of teaching as items that facilitate learning. Geography learning in the UK, for example, has been made easier through the use of audio-visual resources that enable ease of learning (McKendrick, 1999). Most importantly, audio-visual instruction guides have become more common, especially in self-instruction programs. However, audio-visual instructions have most commonly been used as learning aids in the classroom for the facilitation of learning (Mathew & Alidmat, 2013).These resources allow the instructor to fetch culturally sensitive material, as well as become age conscious so that different age groups have access to different material. Additionally, linguistic capability can be considered when obtaining audio-visual resources so that the needs of different individuals can be met.

Trade books, on the other hand, will only meet the needs of a specific developmental stage of learning as they focus on specific activities in the use of the English language. For example business training books will use the English language in a way that would focus on the contextual meaning of those words within the business world, which may be different in layman use (Skehan, 1998).

Informational Resources for Learners

Informational resources are key when determining the learner experience that a teacher expects to have with their students. As a result, key importance is given to the resources that the teacher would use to inform class routines, study strategies, school rules among other things. This section provides the use of three major information resources, namely the English language starter pack, a course outline and a web portal page.

The objective of the informational resource is to provide pertinent information to the learner about environmental factors for their learning, including school procedure or learning practices. As a result, the first such resource would be the English Starter kit. This is an essentially important tool for the management of the English learning process, especially for beginning students. Therefore, it could apply for both second language learners and formative learners. This pack allows for the formation of instruction guides, teaching curricula and literacy promotion strategies among language learners. As a result, the learner can enjoy the benefits of learning the language alongside other activities through the informative starter kit. The starter kit also provides information to the instructor on various methods that they could apply to give adequate learning advantages to the students.

Another resource that could be used for informational purposes is a course outline. This provides the student with learning objectives for the course, a brief overview into the gist of the subject matter that they are learning and important topics that will be visited in the period of the course. The effect is that both the instructor and student will have an organized approach to understanding the content of the course. Moreover, class rules and other pieces of important information can be included in the course outline to improve information communication between instructor and student.

Finally, a third approach of a web portal page can be used. Online resources have now become common resources being used for the provision of instruction guides, course material and assessment tests. The online platform can be important as an information source where there are often direct communication lines with the instructor. Students can easily engage the instructor on issues regarding their course material and learning challenges. Moreover, online resources can be pointed out in the student portal alongside various access points for culture-sensitive information, material that regards linguistic ability as well as development levels of different learners. In effect, these information tools provide the ultimate learning experience for the individual. In conclusion, the English language learner at whatever level will need a course experience that meets their learning needs, be it cultural needs, developmental needs or linguistic needs.

Informational Resource	Checklist Items Present
English language starter kit	Clearly defined objectives. Logical arrangement of themes and objectives. Content helps to achieve objectives. Examples are meaningful and understandable. Facts come from reliable sources. Important points are emphasized. Comfortable amount of information. Cultural sensitive information. Text is clear and easy to understand. Course material is attractive. Graphics are culturally sensitive. No unnecessary information.
Course outline	Clearly defined objectives. Logical arrangement of themes and objectives. Content helps to achieve objectives. Important points are emphasized. Comfortable amount of information. Text is clear and easy to understand. Graphics are culturally sensitive. No unnecessary information
Web portal page	Clearly defined objectives. Logical arrangement of themes and objectives. Content helps to achieve objectives. Examples are meaningful and understandable. Facts come from reliable sources. Important points are emphasized. Comfortable amount of information. Cultural sensitive information. Text is clear and easy to understand. Course material is attractive. Graphics are culturally sensitive. No unnecessary information

References

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Bell, Y. R. (1994). A culturally sensitive analysis of black learning style. Journal of Black Psychology, 20(1) , 47-61.

Bonder, B., & Martin, L. (2013). Culture in clinical care: Strategies for competence. New York: Slack Publishers.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1) , 32-42.

Chen, A. Y., Mashhadi, A., Ang, D., & Harkrider, N. (1999). Cultural issues in the design of technology‐enhanced learning systems. British Journal of Educational Technology, 30(3) , 217-230.

Franklin, M. E. (1992). Culturally sensitive instructional practices for African-American learners with disabilities. Exceptional Children, 59(2) , 115-122.

Mathew, N. G., & Alidmat, A. O. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2) , 86.

McKendrick, J. H. (1999). Something for everyone? An evaluation of the use of audio-visual resources in geographical learning in the UK. Journal of Geography in Higher Education, 23(1) , 9-19.

McLoughlin, C. (1999). Culturally responsive technology use: developing an on‐line community of learners. British Journal of Educational Technology, 30(3) , 231-243.

Mejia, J. A., & Wilson, A. A. (2015). STEM Education through Funds of Knowledge: Creating Bridges between Formal and Informal Resources in the Classroom. The Agricultural Education Magazine, 87(5) , 14-16.

Skehan, P. (1998). A cognitive approach to language learning. London, UK: Oxford University Press.

Tan, P. L. (2010). Towards a culturally sensitive and deeper understanding of “rote learning” and memorization of adult learners. Journal of Studies in International Education .

Villa, R. A., Thousand, J. S., & Nevin, A. (2008). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press.

Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity & Motivation: Culturally Responsive Teaching. Jossey-Bass Higher and Adult Education Series. Jossey-Bass Education Series, Jossey-Bass Social and Behavioral Science Series. San Fransisco, CA: Jossey-Bass Inc.