This paper discusses the problems concerning bilingualism in the classroom and the importance of English as a second language (ESL) programs.
Written in 2002; 2,500 words; 9 sources; APA; $ 75.95
Paper Summary:
This paper examines how, in the United States, "bilingualism" is a term that goes far beyond the use of more than one language and how the bilingual child in the American classroom commonly summons forth the image of a child who speaks English poorly, has difficulty learning and keeping up with his peers in school, and needs remedial classes. It discusses how English as a second language (ESL) programs are essential for the bilingual and/or multilingual students and how the bilingual learner in the American classroom deserves the same opportunities as those provided to native English-speaking students. It shows how decade's researchers and educators alike have argued about the best ways to teach ESL, and although many have disagreed on the methods employed by most ESL programs, few can argue about the importance of such programs in the American educational system.
From the Paper:
"For the most part, studies conducted to date on classroom interaction and English as a second language learning (ESL) began their examinations into second and foreign language learning from this more traditional perspective. However, ?they cross disciplinary borders and draw on theoretical insights and empirical evidence found in areas outside of what has generally been considered the main purview of the ESL field. Their findings join our interests in reconceptualizing second and foreign language learning using a broader, sociocultural perspective of language and learning with practical concerns for nurturing classroom communities of successful second and foreign language learners.? "
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