Paper Summary:

This paper analyzes how children feel about learning English as a second language and how it affects them as individuals. The paper presents a class room analysis, through the use of interviews with children who are learning English as a second language. The paper also underlines the importance of language awareness and its theoretical foundation in the acquisition of learning a second language.

Table of Contents:
Introduction
Interview Procedures
Students' Interview Questions Regarding Teachers
Interview
Questions Regarding the Students Themselves
Interview One
Interview Two
Interview Three
Interview Four
Analyze and Summary
General Questions in Regards to the Everyday Classroom Life
Interview One
Interview Two
Interview Three
Interview Four
Analyze and Summary
Conclusion

From the Paper:

"Within the groups that did not portray this rapport, discipline was a problem to a greater or lesser degree - and something which was dependent upon the level of rapport. The results show that the worse the rapport between the teacher and student group, the more negative students expressed their dissatisfaction with learning a second language."
"Although student participation is a positive sign concerning the willingness on the part of the student to commit themselves to learning, the presence of diverse cultures can lead to difficulties that can impinge effective language transmission. This is delicate situation, which needs to be carefully monitored. However, in general, students who were experiencing a positive language experience were also, for the most part, positive concerning the presence of students from other cultures."

Sample of Sources Used:

• Barry Mclaughan, Online Article, 1992, Myths and Misconceptions about Second Language Learning: What every teacher needs to unlearn. Information retrieved 30/03/2007. <http://www.ncela.gwu.edu/pubs/ncrcdsll/epr5.htm>
• Roessingh, Hetty. Online Article, 2007, The Teacher Is the Key: Building Trust in ESL High School Programs. Information retreived 30/03/2007 <http://muse.jhu.edu/journals/canadian_modern_language_review/toc/cml62.4.html>

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