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Historical antecedents of your chosen field

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Historical Antecedents of ESL Historical Events That Have Affected ESL ESL refers to “ English as a second language”, which is important for the students with different indigenous languages. ESL helps students to enhance their communication skills and become confident to face the new challenges of the environment. ESL is also known as the supportive language because it helps students to improve their ability to interact with others (Paige, Jorstad, Siaya, Klein & Colby, 2015). There are several historical events or measures, which affected the ELS (English as a second language), such as cultural values. The cultural values have a significant impact among the students and the teachers of ESL. Motivation factors, consciousness level and students learning ability can be considered as historical events, which have a substantial impact on ESL (Newfoundland Labrador, 2014).
Motivational Factors
Motivational factors or measures motivate the students in their learning process. ESL is essential for those students whose primary language is other than English language and who need English language as a second language to enhance their reading skills, writing skills and communication skills (Faltis, 2011; Ontario, 2007).
Cultural Factors
Cultural factors or measures also have a great impact on ESL language. ESL students may be from the several cultural backgrounds and from the various attributes. Cultural factors help the students to change their behaviors and attributes by enhancing their learning skills (Faltis, 2011; Ontario, 2007).
Environmental Factors
Environmental factors are also considered as historical events or measures, which have a great impact on ESL, influencing the learning process the students. Environmental factors such as technological and economic factors lay a considerable on the learning skills of the ESL students (Faltis, 2011; Ontario, 2007).
Consciousness Level
The degree of consciousness as well as awareness of the students lays a great impact on ESL. If the level of awareness among the students is high, then the students can easily learn English language and improve their reading as well as writing skills (Faltis, 2011; Ontario, 2007).
Ability of the Students
The ability of students to acquaint quickly with new language also helps them to acquire skills relevant to the learning process or the English language. The ability of the student is not same for every student. Some students are very intelligent and some are not. Therefore, the students who have the strong ability than other students can learn the language easily (Faltis, 2011; Ontario, 2007).
These are the factors or measures, which have a huge impact on the learning process of the ESL students. ESL students usually have a variety of life experiences, but their learning style is not much advanced as compared to other international students. To enhance their lifestyle and learning skills, they need English language as a second language. They have to improve the English language to face the challenges laid by the international students whose primary language is English. The ESL students have to adopt the English language as a primary language to gain knowledge and develop attitudes as well as skills. Precisely, English language as a second language is essential to compete with international students (British Columbia, 1999).
References
British Columbia. (1999). English as a second language learners: a guide for ESL specialists. Ministry of Education Special Programs Branch, 5-62.
Faltis, K. (2011). Bilingual, ESL, and English immersion: educational models for limited English proficient students in Texas. Pepperdine Policy Review, 81-98.
Newfoundland Labrador. (2014). Who is the ESL student. Department of Education and Early Childhood Development, 1-21.
Ontario. (2007). English language learners ESL and ELD programs and services. Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten To Grade 12, 1-34.
Paige, M. R., Jorstad, H., Siaya, L., Klein, F. & Colby, J. (2015). Culture learning in language education: a review of the literature. University of Minnesota, 1-73.

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