A look at how the public school environment frequently impedes the rate at which English as a Second Language learners acquire English syntax and vocabulary.
Written in 2006; 2,250 words; 2 sources; $ 89.95
Paper Summary:
Helping English as a Second Language (ESL) learners develop syntax and vocabulary acquisition is frequently impeded in public education: pedagogical and language-comprehension theories suggest that there are effective mechanisms for best communicating data to the student in a manner that ensures the student can acquire this data and assimilate it into a functional language structure, but there are challenges to the curriculum structure that preclude the use of effective delivery systems. This paper explores these issues and demonstrates that ESL students are frequently impeded in learning advanced syntax and vocabulary by non-educational motives that impact the classroom environment.
From the Paper:
"Language acquisition is a complex process regardless of the age or the background of the learner (Fotos, 2004). Acquiring even the most rudimentary of language skills involves exposure to the language in question and repeated engagement in both the written and formal and informal conversational processes."
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