This paper discusses incorporating technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) education programs.
Abstract In this article, the writer notes that the integration of new technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) educational programs is important to maximize their effectiveness. The educational value of new technology for students, teachers, and school personnel make its incorporation into the modern learning environment essential for maximum program success. The writer discusses that educational technology integration is equally useful in the ESL/ESOL curricula and in standard curricula, particularly in the case of delayed learners. The writer maintains that once the administrative decision to incorporate educational technology is made, the most important element for ensuring its success is educator training to understand and implement the software tools for optimum effect on learning.
Outline:
Introduction - Building Blocks for Educational Technology Integration
The Professional Competence Element of Program Evaluation
Predicting ESL/ESOL Student Response to Technology in the Learning Environment
Selecting the Right Technological Tools
Other Educational Applications
Conclusion
From the Paper "The research-based Intellitools products are valuable teaching aides for reading, writing, and mathematics, in addition to introducing computer familiarity and literacy through their use. The IntelliTools products are adaptable to teaching core concepts, providing repetitive non-judgmental practice and immediate feedback, while tracking student responses and progress.
"Software designed by Educational Software Inc. adds another innovative concept to telling stories in its Virtual Storytelling program. The software features animation, sound effects, and interactive commands designed to capture the attention of the students from Pre-Kindergarten through 2nd Grade classrooms. The primary focus of the Virtual Storytelling software is providing 1st and 2nd Grade-level virtual stories in every subject area-related lesson. The idea is simply to promote learning through an enjoyable medium made possible by technology, particularly for the benefit of students with short attention spans, behavior problems, as well as those who exhibit hyperactivity."
Abstract This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper "Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
Abstract The paper explains that culture is a learned system of beliefs that are personalized and that affect every aspect of a student's life. The paper further explains that culture is expressed through language, which is often particular to the societal group and requires a complete understanding of cultural values to comprehend. The paper shows how these two factors work hand-in-hand to shape the individual's learning and so concludes that both factors must be supported in the classroom.
From the Paper "Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the manner in which the student continues a relationship with learning."
Abstract This paper queries the sustainability of the educational methods of Cuba, South Africa and Sudan in terms of creating egalitarian and socially equal societies that empower the masses. Furthermore,the paper continues with Anders Breidlid's ideas about Cuba saying that "The social capital injected into communities over generations has paved the way for the possession of cultural capital, not only for a small elite, but for the majority of the population." The paper further discusses this in conjunction with Carnoy's concept of "state-generated social capital" in Cuba and compares them to South Africa's ideological educational system as seen by the declarations of its curriculum and Sudan's education system being Islamic. Pertinent questions are raised and discussed by the paper. The paper further asks whether the Cuban model is replicable without an authoritarian, coercive environment to ensure its success.
Outline:
Introduction
A Mechanistic Vs. an Ecological Approach to Sustainable Education Cuba's Educational Discourse and Equality
The Educational Discourse of South Africa's C2005
State-generated Social Capital in Levelling the Field
Language in Education in South Africa
Sudan's Islamic Educational Discourse
Education Towards a Theocracy?
Ideology and Ideological State Apparatuses in Sudan
The Discourse of Inclusion/Exclusion, Gender and Sustainability
Critiquing Cuba's Paternalistic Educational Discourse
Conclusion
From the Paper "Civil society is now questioning the revolution's legitimacy in providing access to knowledge. For instance, the Biblioteca Independiente Felix Varela was established by Mexidor and her husband Ramon Castillo with the aim of providing other sources of information and knowledge other than that promoted by the government through voluntary donations. Within a year, 13 such independent libraries operated in the island. However, they were soon subjected to government harassment and persecution to the extent that the couple had to seek asylum abroad in 2001 (Cruz-Taura 2003: Online). With reference to Sterling's (2001) table above, Cuba's educational ethos is clearly a mechanistic one of manipulation, control and dependence with a centralized power-base hierarchy that aims at standardization and homogeneity. "
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
Abstract This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper "Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
Abstract This paper explores recent trends and controversy regarding bilingual education and examines various methods for providing bilingual education. Additionally, recent educational trends in this field are discussed, including two-way bilingual education, integrated bilingual education, two-way immersion, and transitional bilingual. Issues such as preserving the students' native culture and language as well as their growth in both the native language and the newly acquired language are examined.
Outline:
Introduction
Differing Methods of Bilingual Instruction
English Only Mandates
Loss of Native Language Conclusion
From the Paper "Bilingual Education ideally encompasses dual language learning that can take on any number of forms (Jarvis, 2006). The vast majority of research supports bilingual education as a necessity to facilitate not only learning on non-native speakers of English, but as a tool to maintain and promote heritage language and culture (Adams & Jones 2006; Combs et.al., 2005; de Jong, 2006; Hasson, 2006; Jarvis, 2006; Lee, 2006; Lopez & Tashakkori, 2006; Moses, 2000; Nora, 2000;). While research continues to indicate the benefits of bilingual education there has been recent influx of "English-only" mandates (Adams & Jones, 2006, Combs et. al., 2005; Lee, 2006; Moses, 2000) which perpetuate injustice manifesting itself in various ways throughout the educational experience of English language learners (ELL) (Adams & Jones, 2006; Combs et. al., 2005; Hasson, 2006; Moses, 2000)."
Tags: ELL, English Language Learners, ESL, English Second Language, bilingualism, dual, english only, NCLB, No Child Left Behind, immersion, Hispanic, Spanish, monolingual
Abstract In this article the writer discusses that unlike teaching a student how to diagram a cell in biology class or how to deconstruct a poem in English class, the aim of foreign languageeducation is not simply to teach students how to learn, but to impart a functional skill. This is especially true in English as a Second Language (ESL) education, where the students are acquiring a language that may become their primary language in their education or in their workplace. The writer points out that it is critical that students acquire language vocabulary that is likely to be useful for them in their daily lives, and that the students are quickly immersed in the language in a way that replicates their exposure to the language in daily life. In this paper, the writer looks at the communicative language teaching (CLT) approach, which stresses the fact that students learn to communicate through the action of communicating without merely learning about communicating in that language.
From the Paper "Unlike a purely structuralist approach to teaching language that stresses learning foreign grammar structures in isolated and often unnatural ways, the technique of language content-based immersion exposes students to a new language in a holistic fashion. Even a successful structuralist method, such as the audiolingual method, in which the foreign language lessons are arranged on grammatical principles but in which the students are not responsible for any metalanguage tends to isolate grammatical principles from one another in a way that is not commensurate with how students are exposed to language in the lived environment outside of the classroom, and also tends to isolate acquiring vocabulary through intuition from correct grammatical usage. In contrast, communicative orientation in language teaching, with a student-focused perspective, is more evident in a content-based immersion approach. Such an approach encourages students use new expressions to impart their desired meaning in a way that enables them to truly communicate what they want to say in a given situation, rather than replicate the language patterns of a teacher by rote. A communication-focused approach also breaks down possible inhibitions about using the second language and making mistakes, as sometimes the English language is not even the main focus of the classroom, merely communicating something interesting about another subject."
Abstract In this article, the writer claims that one may say that Stephen Krashen is an advocate of total immersion teaching to encourage second language learning in and out of the classroom. The writer points out that Krashen's techniques are worth studying because they provide educators with new approaches to teaching a second language in the classroom. Further, the writer notes that his techniques and hypotheses also counter traditional lecture style teaching and encourage educators to adopt more comprehensive practices to help students master a new language. The writer concludes that Krashen's techniques are important to study because they can provide educators with new methods for teaching second languages to students in a helpful and comprehensible environment.
Outline:
Introduction
Acquisition Learning
Monitor
Natural Order
Input
Affective Filter
Summary and Conclusions
From the Paper "This hypothesis is the basis of all other hypothesis presented by Krashen. The acquisition learning hypothesis focuses more on an individual's need to acquire skills in a second language than it focuses on the actual process of learning traditionally involved in a classroom setting. The whole basis of Krashen's concepts in fact, relies on one's ability to acquire language skills. The acquisition hypothesis suggests people have an acquired and learned system of entertaining a new language, with the acquisition process involving meaningful interaction in the "target language" . Using this hypothesis one may acquire language best through natural communications. Learned system process is the process of actually learning a language, like in a classroom environment."
Abstract This paper examines the various reasons why bilingual education is not only necessary but also effective. The writer of this paper stresses the need for bilingual education as a step to wean students from their native language as effectively as possible and to get them into the educational mainstream. Critics of bilingual education believe that non-English speaking students are not sufficiently mastering the English language and as a result low test scores prove that education is failing them in both their native as well as their second language.
From the Paper "For children in primary, secondary, or even college level grades, as well as for their parents, bilingual education is a "must". Money must be found to develop and maintain a number of such bilingual programs. Bilingual education is, to repeat, a transitional step to wean school children from their native language, as effectively as possible, and to get them into the educational mainstream."
Abstract This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreign language skills. The paper compares the minimal emphasis that the American educational system places on learning a foreign language to the much stronger emphasis placed on learning a foreign language in virtually all other countries and then explains why the American educational system would be wise to implement better foreign language programs and promote the acquisition of a foreign language.
From the Paper "The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that's probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an ?impoverished vocabulary,? which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the endangered languages trend, and much to promote it. In fact, there has been a criminal drop-off in foreign language study in American high schools."
This well-researched paper focuses on the rights of non-English speaking students to receive a fair and adequate education as well as the 14th amendment which guarantees equal protection under the law with regard to race or national origin.
Abstract This in-depth paper examines the xenophobic feeling prevalent in U.S. society which is exemplified by the laws of several states that display a hostile attitude toward foreigners and foreign languages. The writer of this paper discusses the lack of adequate English instruction in the school system which prevents non-English speaking students from receiving a proper education. This paper focuses on language rights in the U.S., which is a component of other rights as stated in the 14th amendment, that guarantees equal protection under law with regard to race or national origin. This informative paper cites numerous legal cases including the landmark bilingual education class action case of Lau vs. Nichols brought by non-English Chinese speaking students against the San Francisco Unified School District. This paper also explores the effectiveness of the Educational Opportunities Act of 1974 that requires affirmative action by a school district in overcoming language barriers that impede a student's equal participation in the educational process.
From the Paper "Although not related to a foreign language, the case Martin Luther King Jr. Elementary School Children v. Ann Arbor School District (1979) speaks to a lawsuit 11 black children brought against the AASD school board regarding an English dialect. According to the court, the plaintiffs assert that the children speak a version of "black English," otherwise known as Ebonics, as their community and home language, which impedes their equal participation in the educational process, and the school has not taken appropriate action to overcome the barrier. The District Court indicates that this case is an effort to require the school district to take appropriate action to teach the black children to read in standard English. Witnesses before the court testified that Ebonics is a language system that differs significantly from standard English and has been used at some time by 80 percent of the black people of this country. This dialect is especially prevalent in areas where there are concentrations of black people, and it contains aspects of Southern dialect that is used largely by black people in their casual conversation and informal talk."
Abstract This paper examines how bilingual education programs, such as those implemented by Chicago Public schools, provide students whose native language is not English a means to acquire adequate education in a diverse and nurturing environment. It looks at how many opponents of bilingual education programs have stated that such programs merely perpetuate the lack of fluency in the English language for non-native speakers. However, it shows how programs actually encourage students to become more fluent and cognizant in the English language, and often learn in a more enjoyable and supportive environment than others.
Outline
Background
Chicago's Bilingual Program
Teacher Instruction
Research
Data
Controversy
Conclusion
From the Paper "The transitional program provides language instruction in the native language first, and then in English. For many students the native language is Hispanic. Many educational studies exist that show that students enrolled in Bilingual programs such as those offered in Chicago schools typically learn English more quickly than those not enrolled, and typically drop out of high school at a reduced rate (Dinges, 1976). One of the reasons hypothesized for this dramatic reduction in drop out rates is the likelihood that a students attitude will be significantly better in a bilingual program. Students feel less ostracized, and understand more easily the lessons offered in a bilingual setting. Additionally, they are surrounded by students facing the same challenges, and are more likely to feel that they are among peers."
Abstract The purpose of this discussion is to analyze the impact of language, culture and community on education. The main focus of the paper is an analysis of the importance of a common language within the classroom. The paper begins with a discussion of the definition of language. The writer believes that as America continues to grow in diversity, the education system will have to deal with problems associated with language and cultural differences.
From the Paper "Language is one of the most important components of any society and allows individuals to communicate with one another. In the educational environment speaking a common language is essential to the learning process. When teachers and students speak and understand the same language the results can be dramatic. Students are able to learn more comprehensively and teachers are able to communicate more effectively with parents."
Tags: teacher, student, family, ethnic, speech, education, class
Abstract This paper argues that English-language learners (ELLs) and underprivileged and minority children that have difficulty fitting in with mainstream schools need more latitude in dealing with their language and socio-economic barriers. The author of the paper is of the opinion that bilingual programs and charter schools hold the best hope for providing them with a foundation to succeed despite their initial limitations. Bilingual programs allow students to learn in the only language that they understand and charter schools devise programs that serve the needs of children that have had trouble succeeding in traditional schools.
From the Paper "Bilingual education would be a better way to pursue the welfare of ELL students for several reasons. Contrary to popular fears, bilingual education does not prevent students from learning English or from assimilating into American culture. Instead, bilingual education teaches English in a very effective manner while providing students with the ability to learn academic content through their native language that they are the most comfortable with. Thus, students become proficient in two languages that will prove beneficial in adulthood, without sacrificing their ability to do well in school because they can"t understand their teachers. With respect to the sheltered instruction/structured immersion option, it's simply not fair to offer inferior academic content to students that can"t speak English. This, in essence, denies them the right to an equal education."
Abstract This paper examines the effectiveness of bilingual learning through reflecting on the history of bilingual education. The author includes a description of the state's purposes and objectives within bilingual programs, discusses the sociological issues within language learning, and how this affects self and group identities. The paper also addresses the outcomes of bilingual education, including the ways in which it has changed since its conception, before addressing whether or not bilingual learning has been successful.
Outline:
Introduction
Bilingual Education in History
The Results of Current Research
The Duel Language Program and TESOL Initiatives
Conclusion
References
From the Paper " The language rights of minority students and their access to equal opportunities in education have long been social issues throughout many parts of the world. During the past few decades, the increasing demographic shifts and the establishment of civil rights movements within many Western societies have raised the profile of such issues. In the United States, the issues surrounding bilingual education has been strongly debated among educators, politicians, and other concerned groups. This is due to a persistent tension between those who view the United Sates as a pluralistic nation with a common national identity and those who consider it as being a mosaic of people groups with individual cultures, customs, and values. The American education system, consequently, has been host to this tension, which has manifested itself within education policy through the issues surrounding language, despite the fact that the majority of school introduced bilingual education during the 1960s and 1970s."
