ESL and Poor Achievement

Paper Summary:

This work reviews three articles about the problem of poor academic achievement in the early grades amongst children who speak English as a second language. The writer looks at the work of William Armaline and David P. Levy entitled: "No Child Left Behind: Flowers Don't Grow in the Desert". The writer then discusses a RAND Reading Study Group report which addresses related issues. Finally, the writer looks at a study conducted by Nonie Lesaux on a group of 30 ESL children in Vancouver. Potential research as to the appropriate method including the rationale is discussed.

Outline:
Research Objective
Introduction
Research Design
Armaline & Levy 2005 - NCLB & Failure For Provision
RAND Reading Study Group (RRSG) - Failure To Prepare
Surprising Results - Lesaux & Thirty Languages ESL Base

From the Paper:

"The first step in conducting a review of available literature is choosing appropriate literature of an academic and peer reviewed nature such as material published in academic journals or publications. For the purpose of this review three such articles have been chosen."
"RESEARCH DESIGN
This material will be reviewed in the nature of a 'qualitative' research study. The 'qualitative' method of research is one that is referred as a secondary analysis and one that is interpretive in nature."

Sample of Sources Used:

• Potier, Beth (2003) Research on ESL Children Has Surprising Results - Harvard News Office 13 November 2003 Online available at: http://www.hno.harvard.edu/gazette/2003/11.13/03-lesaux.html
• Armaline, William & Levy, Donald P. (2005) No Child Left Behind: Flowers Don't Grow in the Desert. Journal of Race and Society. 2004 Elsevier Inc. Online available at: http://sociology.uconn.edu/grads/armaline1.pdf.
• RAND Reading Study Group (nd) Chapter Four - Online available at: http://72.14.253.104/search?q=cache:LopCBl2NnVUJ:www.rand.org/pubs/monograph_reports/MR1465/MR1465.ch1.pdf+ESL:+poor+achievement,+falling+behind+class&hl=en&gl=us&ct=clnk&cd=19

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