Perspective on Teaching English in US University Intensive English Programs Analysis

Document Type:Coursework

Subject Area:Education

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Therefore, their expectations may not be met. By learning to handle these challenges, students will gain confidence during the programs. In this regard, it is needs to be considered that international students have complex needs (Brinkman, 6). Additionally, administrators of Intensive English Programs in America also face the challenge of advocating for students to understand the exact nature of the programs in universities (Orlando, 10). Furthermore, such programs are often misunderstood. These are (a) the U. S System of Education, (b) A Day in the Life of a Teacher in the Intensive English Program at Southern New Hampshire University and (c) The Bigger Picture. I chose to review these topics because they capture a major area in learning that affects students and teachers alike.

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Moreover, the challenges such as marginalization and international students coming to terms with the different culture captured in the book need to be reiterated so that it is taken seriously by the teachers, school administration and the government in general. • What topics does it address? Under the topic of American education system, it is a fact that the education docket has been left at the hands of states by the federal government. In the case of English Language learners, having a weak start in learning English will definitely interfere with their future reading and communication. In Southern New Hampshire University, English Language learners spend up to eighteen hours in class with an additional pronunciation and optional classes. Notably, only a few teachers are full-time employees of the institution while a majority of them being part time tutors.

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Those who work as part time tutors have divided attention and interests and may not consider the needs of students seriously. As if limited teachers were not challenging enough, there is also the misguided perception affecting professors who teach English in the institution (Orlando, 27). Appreciating the role of teachers by government by giving them incentives can boost their moral and thereby ensures the success of students (Dornythei, 30). • Do you agree with the author(s)’ opinions? Why or why not? I agree with the author’s sentiments that changes from the traditional model of Intensive English Program to the current model that has accommodated online learning contributed to the overall changes in the Intensive English Programs. This is so because some programs being taught in universities are ambiguous in the sense that the syllabus does not stipulate clearly what needs to be taught in the course of the programs.

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