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English as a Second Language: A Reflective Review of Policies

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Volume-7 | Special Issue on Advanced Studies of Multidisciplinary Research and Analysis

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English as a Second Language: A Reflective Review of Policies

Dr. Dinesh Kumar | Manav

Dr. Dinesh Kumar | Manav "English as a Second Language: A Reflective Review of Policies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1, February 2023, pp.755-757, URL: https://www.ijtsrd.com/papers/ijtsrd52772.pdf

The purpose of this review is to synthesise the available research on ESL reading instruction in the United States and provide those findings. Reading instruction for ESL (English for Speakers of Other Languages) students in the United States has been the subject of a lot of research, although it's typically superficial. Still, certain emerging themes emerged. The following were some of the most important assertions that might be made. First, we identified the classroom's most fundamental limitations: Educators may primarily work in small groups, emphasising word knowledge as well as oral reading; classic educational discourse patterns may well be incompatible with common home-discourse patterns; and ESL teachers may function properly with lower ESL cultural changes and underscore bottom level skills even more than with higher ESL groups. Second, there is a lack of clarity on the role and timing of born and bred reading instruction and ESL reading training in relation with ESL reading skills. Third, instruction that relied on students' existing knowledge, such as that which emphasised vocabulary, context, and sentence construction, was usually useful. And last, critical areas of teacher support for ESL reading instruction were insufficient.


Volume-7 | Issue-1, February 2023
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

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