This paper is a review of the literature on the CaliforniaEnglishLanguageDevelopmentTest (CELDT) and student achievement when learning English as a second language.
Abstract This paper explains that the CaliforniaEnglishLanguageDevelopmentTest (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper "The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
Abstract This paper discusses the myths and misconceptions of EnglishLanguage Learners. The paper focuses on the training of Ell teachers, difficulties in teaching Ell and a brief discussion on strategies of effective Ell teaching.
From the Paper "During the last decade, the number of English Language Learners (ELLs) has risen significantly in classrooms all over the US with the increasing diversity of American society. ELLs, as a group, has consistently fared far worse in standardized testing than their peers, especially in the case of language arts tests. Essentially, state tests indicate that ELL students typically score..."
Abstract This paper discusses children from low income families, and languagedevelopment in modern society. The paper examines the societal contention that children raised in poverty will develop inadequate language patterns as well as be candidates for special education programs when their school years commence. The research provides evidence that low income children may developlanguage complications because the resources for learning are not available to them.
From the Paper "Children learn language by sound or phonology that allows them to begin to form words, sentences, and structures that serve them in communication (Wright, 2004, p. 61). Children, by nature have a strong inclination to attempt to understand what things mean in order to function within their lives, and relate to the world around them (Athey, 1983, p. 197). It has been contended, however, that children of low-income families have historically suffered from language problems that begin in early childhood, and then progress throughout life because the society in which poor children are reared is absent of the verbal intricacies that children of higher income households are accustomed to."
Abstract This paper reviews and critiques six articles on languagedevelopment in school and presents a synthesis of their findings.
From the Paper "Language Development in Grades K - Six research studies, discussing issues related to the language development of young children from the pre-kindergarten through third grade age cohort, were identified in the literature as suitable for inclusion in this analysis. Each article will be briefly reviewed and critiqued. A synthesis of concepts identified in the article will conclude the report, which identifies early intervention as key in resolving any early childhood language development deficiencies or problems that a child may present. Qi and Kaiser noted that children..."
Tags: education, languagedevelopment, kindergarten, elementary school
Abstract The paper provides an overview of the No Child Left Behind (NCLB) legislation and its impact on education. The paper provides statistical data that highlights the notable challenges faced by Englishlanguage learners (ELLs) in California's public schools when it comes to achieving basic standards. The paper is concerned that as the number of ELL students continues to increase, the gaps created under NCLB will continue to have a disproportionate impact on the schools in California.
Outline:
Introduction
Literature Review
Summary/Conclusion
From the Paper "The No Child Left Behind (NCLB) Act passed in 2001 was intended to create better accountability in the schools and produce better outcomes for public education. Although the federal government has vehemently defended the legislation, critics contend that NCLB does very little to improve outcomes for students. Additionally, scholars have maintained that for children with special needs--i.e. learning disabilities, ELL/ESL learners, etc.--NCLB has created signification gaps that remain difficult for public schools to close."
Abstract This paper discusses phonemes and how they apply to the Englishlanguage. The author traces changes in this language beginning with Old English and moving through Middle English to present-day English, and provides examples of changes in each. The author also explains why only forty-four out of a possible three hundred phonemes are used in present-day English.
From the Paper "A phoneme, as defined by Crystal is, "The smallest contrastive unit in the system of a language"(456). There are approximately three hundred phonemes in existence that are shared by the five thousand plus languages of the world. The English language only uses forty-four of the three hundred total phonemes. Some languages require more than forty-four phonemes and some require less in order to function. The truth is that none of the world's languages use the three hundred available phonemes. Languages use only as many as they need in order to be understood. The reason that the English language uses a mere forty-four phonemes is very simple; that is all that it needs. However, the number of phonemes in our language has changed, and it will probably change in the future. It is important to examine the reasons for change and discuss why the number of English phonemes is so limited."
Abstract This paper explains good and bad uses to which ambiguity in the Englishlanguage are put. The author argues that there is a linkage between language ambiguity and ethics. The paper presents examples of linguistic ambiguity.
From the Paper "Ambiguity as a linguistic and rhetorical strategy can take a variety of forms as Empson shows in "Seven Types of Ambiguity". It is important to recognize that Empson's study does not necessarily exhaust the subject of linguistic ambiguity when he identifies seven ..."
Abstract This paper reviews the TELD-3 or the Test of Early LanguageDevelopment - Third Edition, a standardized screening test assessing language capabilities in children between two to seven years of age. The paper describes the contents of the test kit and discusses the measuring tools used in this system. The paper also praises the TELD-3 for being a child friendly assessment tool that can be effectively used to assess receptive language and expressive language strengths and weaknesses within a child, as well as to evaluate student progress after interventions. The paper also points out, however, that as the norms for the TELD-3 were derived from a sample of children residing in 35 American states it is limited by it's American formed results and its bias towards the Englishlanguage.
From the Paper "The TELD-3 is a child friendly assessment tool. Test items involve realistic, colored pictures that hold the child's interest. In addition, test items are varied and involve activities such as listening to a story. For younger children, test materials also include actual objects, such as a doll, shoe and blocks. As a result of the stimulating format of the test, children are less likely to become bored and restless. Also, the test procedure is designed to facilitate breaks in between subtests, thus reducing fatigue in test takers."
Tags: learning measurement, languagedevelopment, children
Abstract This paper explains that the problem of Englishlanguage learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the Englishlanguage. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the Englishlanguage.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary LanguageDevelopment Conclusion
From the Paper "The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
Abstract This paper presents an examination of the Englishlanguage and its origins. The author traces through the three stages of Old English, Middle English, and Modern English and examines the development of language.
From the Paper "The English Language has been built on the backs of great nations and as these nations rose they brought with them a language that has evolved over many generations and is spoken all over the world. The history of the English language is an extensive and colorful one that has filled the lives of the linguistic scholars who have studied it with many hours of reading material. The English language and its origins will be traced through the three stages of Old English, Middle English, and Modern English. The stages will be studied in order to understand what influences have played a key role in the development of English. Also in this paper a look will be taken at the ways slang, jargon, and Colloquialism continue to the changes that English is even now under going."
Tags:development, english, history, midle, modern, old, language, words
This paper is a complete research project to test the effectiveness of community/ collaborative-based learning approaches on urban Englishlanguage learners (ELL).
Abstract This paper supports the hypothesis, based on preliminary literature research, that Englishlanguage acquisition among urban students would be better facilitated through a community/collaborative based learning methodology, which is more likely to incorporate participative instruction, encourage collaboration in the classroom and include the use of technology, as opposed to traditional, linear methods. The paper points out that the subjects for this study were students from a South Bronx community school district, which is charachterized by lower incomes and is predominately Hispanic but also includes individuals with diverse ethnic heritages such as American Indian, Asian, African American and Caucasian. The paper relates that the design of this research study was (1) a random assignment of subjects, (2) within a two group pretest-posttest design and (3) with an untreated control group.
Table of Contents:
Statement of the Problem
Literature Review
Hypothesis
Method
Subjects
Instruments
Design
Assignment Summary
Procedure
Results
Discussion
Appendix 1: Directions for Administering the SOLOM
Appendix 2: Post Study Survey and Directions for Administering
Appendix 3: Table of Results
From the Paper "There was also a limitation in regard to the instructor's observations of the students in an effort to complete the SOLOM matrix. The halo effect, or the individual biases of the instructor, may have biased their reporting of the language skills of students in either the pretest or the posttest. Additionally, the halo effect can bias observers from one category to the next. In other words, if an instructor rated a student particularly highly in reading comprehension, that instructor may also rate the student highly in other areas, even if the student is undeserving."
Abstract In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to Englishlanguage learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the Englishlanguage in a relaxed cooperative learning situation than in the formal classroom instructional environment. This work attempts to discover, through a qualitative review of literature and a qualitative method of applied case study through the instrument of the survey/questionnaire, to understand this phenomena in the acquisition of the Englishlanguage by students in the school and classroom environment. The writer concludes that the cooperative classroom in Englishlanguage learning has been shown to be effective in a student's acquisition of the Englishlanguage.
Outline:
Introduction
Statement of Problem
Literature Review
Research Objectives
Hypothesis/Research Questions
Research Design
Assumptions and Limitations
Data Analysis (Questionnaire - Primary Data)
Limitations/Research Ethics
Conclusions
From the Paper "It is assumed that the teachers in the survey know what cooperative learning actually is and that the teacher has used it consistently for at least one semester of the school year prior to the conduction of this study. It is further assumed that the students interviewed in this survey are not schooled in what cooperative learning actually is in terms of theoretical framework and case study research or techniques or methods of delivering instruction and that their view will be unclouded by this aspect of the learning environment. Limitations exist in this study in that there may be other varying factors that influence the acquisition of the English language, however this research proposal has attempted to allow for that in the instrument used for gathering data or the survey/questionnaire through asking relevant questions as to the home environment and other factors in the life of the student that might be the factor for more success in language acquisition in the school environment."
Abstract This paper explains how ELL students (Englishlanguage learners) have a higher potential to fail in school, particularly those from rural poor areas for many reasons. The paper examines what methods appear to work better for ELL to effectively acquire mastery of the Englishlanguage. The paper researches this question and concludes that Englishlanguage acquisition among rural students in the South Bronx is best facilitated through a community based learning methodology. Such a method is more likely to take into consideration the students' culture and familial background, which studies suggest are vital to Englishlanguage acquisition in the classroom.
Contents:
Problem Statement
Research Question
Literature Review
Cooperative Learning
Hypothesis
From the Paper "According to recent studies published by the National Clearinghouse for Bilingual Education (2002) more and more students are entering the U.S. public school system with languages other than English as their primary language (Mohr 18). Rapid proficiency of the English language is often very difficult, though many schools tend to focus on this rather than focus on finding effective teaching strategies or the most appropriate instruction for ELL's (Mohr 18). It is vital that educators find ways to better instruct and support ELL's using "an invigorated approach" that maximizes language acquisitions and encourages strong commitment from teachers and students (Mohr 18)."
Abstract This paper asserts that there is every reason to believe that the Englishlanguage will continue to divide and sub-divide in much the same way as the ancient Indo-European language of which it is a descendant divided and sub-divided over time. The paper further asserts that one can reasonably expect to see the denotative and, especially, connotative meanings of words change as societal attitudes and perceptual paradigms change. Lastly, the paper asserts that, as society evolves and new innovations muscle their way to the fore, new words and expressions will enter the lexicon - helped along by the fact that English has always been very good at borrowing from other languages when striving to find an apt descriptor for a new "thing" or phenomenon. The paper concludes that, in the end, the Englishlanguage will continue to grow more dynamic, larger, and will most likely continue to freely take from other languages.
From the Paper "For instance, Fred C. Robinson writes that a statement such as King Edward's in Henry VI, "Warwick was a bug that feared us all," would be incomprehensible to today's readers without an appreciation of how the noun, "bug," and the past-tense of the verb "fear", which is to say "feared," have both changed in meaning over the centuries. To be specific, in sixteenth and early seventeenth century England - the England of Shakespeare's time - a bug meant "an object of terror, a bug-bear," and the verb, "feared," meant something quite a bit different than the common modern-day understanding which holds that the subject in the sentence is afraid of someone or something."
This paper discusses task based instruction in Englishlanguage learning for English second language (ESL) students and presents a teaching module combining Englishlanguage learning and social issues.
Abstract This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of Englishlanguage learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
EnglishLanguage Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper "The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
