The Whats, Whys, Hows and Whos of Content-Based Instruction in Second/Foreign Language education Analysis #1

In the diverse linguistic identities, modules and minorities, there are certain questions about how ethnicity and native languages can affect learning other languages. This phenomenon of English as a Second Language needs further exploration, because there are certain challenges for Language teachers, for notions such as “native/non-native speakers”.  In theory, linguistic identities are constructed and perceived, particularly in a classroom, where different behavior can be seen. A teacher has the adequate access to the groups to analyze their behavioral patterns, to modify and receive feedback.

The fields of ESL are replete with terminology, looking forward to native and non-native speakers. All these modules refer to provide a full proficiency in two languages in both productive and receptive skills. This new paradigms should respond to the necessities and social identity or every individual. This means that the pedagogy should be a strong constructor of languages no matter the ethnicity or identity of the student.

This pedagogy should be intended to understand the great difference between the oral and written language minorities. It is also highlighted that both language and linguistic modules should be taken to a real-life classroom, where mostly the students share and develop ideas, not only the theories can be the solution, in order to success. Finally, I believe the key to teaching ESL students remains to meet the student needs, and providing a solid structure for the lessons by developing a known routine, combining conversations, vocabulary, and writing skills.