IMPACT OF ESL ON SCHOOL PERFORMANCE
English as a Second Language or ESL has been realized in most countries as early as the 18th century although it has not been much promoted. The non English speaking countries including Japan, China and Korea and other Asian, African and the Caribbean nations have been engaging in ESL that they have included in their curriculum the necessity to learn the English language in their schools and universities. Even their government encourages this language. They knew that English opens up many opportunities in employment, business and international relations. English is an international language used in communication and industry it is a common practice in most formal organizations and business participation all over the world and this is the reason why ESL has become a necessity in most schools and universities. Some countries and organizations may even hire English translator for their engagement.
In the United States they also provided most of their immigrant students with ESL as a part or their medium of instruction especially provided for Chinese, Koreans, Japanese, Filipinos and other nationalities using the propensity score matching data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study to gauge the students about the effectiveness of ESL in their studies. Although there are certain requirements for foreign students about their level of proficiency this is to provide them with basic learning to prepare them when they go to college. Schools including University of Georgia, University of Texas and Pennsylvania State University, they found out that most Universities with immigrant students have a higher academic performance.
It is quite obvious that the ethnicity differences of foreign students affects their academic position but when they are in the class of different groups this serves as a challenge and so the impact may be very positive or very negative but with a good guidance coming from the school institution most immigrant will definitely attain a higher level of confidence in school while some students will likely to drop their studies. This shows in their performance; the English Language Proficiency Reports that most immigrant students especially from the Philippines has higher learning potentials than any other nationalities followed by Mexican and other nationalities. While relatively Chinese and Japanese immigrants has a lower proficiency in English learning but they are also encouraged to continue learning and that most of them has upgraded their knowledge in competence in as early in their first year of their study. There are Filipinos who can speak and read fluently, they can also understand certain English methodology and instruction that is not easy to learn.
This ESL proficiency needs has even created a greater impact in online community when most Chinese, Koreans and Japanese students who do not have a time to go to school enrolled in most online schools. This can be a free or paid online communities who teach the English language for nationalities who would like to learn English Language at the comfort of their own home. Most ESL online offers basic to intermediate and advance English proficiency tutorial and students can expect real time learning and teacher who can guide them to step by step online learning opportunities they are also given certification after they advance in their studies. The impact of learning may vary depending on student’s ability and interest in their studies.
The Department of Education in Northern Gauteng South Africa together with the top Universities including Teknikon Northern Gauteng, Pretoria University, TNG and Tshwane University of Technology promotes ESL and its importance in early 1990’s. Since then these universities employ ESL as a part of their medium of instruction. Students who often use their native language needs ESL and their strategy is to employ individual services of teachers who knows how to speak English like the teachers in British Colombia School and their objectives is to teach basic English that will enable students to practice simple English communication, exchange ideas, read and write in English slowly but surely and to enhance their vocabulary.
The Department of Education Expect that the impact of ESL inclusion will uplift the academic English proficiency of students specially in the academic tertiary class, it should give confidence to participant, ensure progression and continuity of learning especially from primary and secondary institution, provide basic English literacy. Not only to the students but this should also impact a great deal to faculty staff development, provide opportunities to update their curriculum and many other advantages that they can gain in using the ESL most importantly the economic advantages to guarantee educational opportunities to all students in all levels. As of today they still continue to improve most of their academic performance using ESL.
References:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2898206/
http://libserv5.tut.ac.za:7780/pls/eres/wpg_docload.download_file?p_filename=F1711000176/makgalemele.pdf
http://www.real-english.com/reo/index.html
http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/OKQ/TC-OKQ-2580.pdf
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