Education linguistic model in teaching English as a second language: a discourse analysis

This paper aimed to describe the use of Education Linguistic Model in teaching English as a Second Language using discourse analysis. The study focused four (4) ESL teachers’ process second language different groups learners Koronadal National Comprehensive High School for school year 2017-2018. participants were selected based from inclusion criteria formulated by researcher: a) A participant must be graduate Bachelor Secondary major English; b) have an at least fifteen (15) years experience language; and c) one top ten (10) performing teachers Individual Performance Commitment Review Form (IPCRF). Furthermore, classroom observation method was used record proceedings through field notes voice recorder. Also, qualitative analysis employed interpret understand on how utilize seven (7) ELM categories which are building rapport, acknowledging success, modelling, addressing challenging behaviors, scaffolding learning, responding individual learner self-monitoring teaching. findings entail that manifestations evident reflected teachers, but exhibiting is unique compared among teachers. However, some not consistently every class proceeding. Thus, modelling manifested Teacher C learning D. Moreover, both D do manifest Therefore, suggests should observed enhance classroom.