Abstract
The paper looks at how Pinar (2003) discusses the issue of education in relation to English language learning from a global perspective (p. 273). The paper discusses how most schools develop a standard curriculum that is expected to be acceptable for all students learning throughout all subjects, yet, English language learning requires a different approach to the curriculum because those students acquiring English language skills are from nations that do not customarily speak English and in which student understanding about language has developed differently. The paper explains that according to Pinar (2003) the creation of curriculum within the schools and teaching English must focus on the issues that are related to the lives of the students and the countries that have supported their educational endeavors to date (p. 273). The paper discusses how Falmer (2000) supports this contention, adding that there is an underlying curriculum that must be addressed by teachers, which indicates the social issues that are relevant to the student's life (p. 8). The paper explains that when the student can then make a connection between the curriculum being instructed and the individual's existence, the student is more likely to learn and retain knowledge that will support him or her throughout the educational experience.

From the Paper
"Pinar (2003) discusses the issue of education in relation to English language learning from a global perspective (p. 273). Most schools develop a standard curriculum that is expected to be acceptable for all students learning throughout all subjects. Yet, English language learning requires a different approach to the curriculum because those students acquiring English language skills are from nations that do not customarily speak English and in which student understanding about language has developed differently. According to Pinar (2003) the creation of curriculum within..."

Tags:english, language, teching

Abstract
The paper argues that the future of the English language promises to be an eventful one. The paper asserts that for instance, there is every possibility that the language 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. Further, the paper posits 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 proposes 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. In the end, the paper concludes that the English language will continue to grow more dynamic, larger, and will most likely continue to freely take from other languages.

Tags:future, english, language

Abstract
The purpose of this paper is to describe some of the most frequently used limited English language proficiency (LEP) tests and discuss their psychometric soundness. Online LEP testing is also discussed, and pros and cons evaluated. The paper begins with a brief definition of "language proficiency" and an identification of who is eligible to be an LEP student. The general goals and purposes of LEP testing are then delineated, followed by an examination of the most frequently used tests.

From the Paper
"The No Child Left Behind Act requires that children with limited English Language Proficiency (LEP) students be annually measured, and their progress in English be reported. The Act also requires that states develop standards and assessments for LEP students' progress in terms of listening, speaking, reading and writing English. Further adult education and college entrance also requires English Language Proficiency or placement in classes where proficiency can be obtained following assessment of proficiency levels. The purpose of this paper is to describe some..."

Tags:English Language Proficiency Testing, English as a Second Language, LEP students

Abstract
This paper describes the sexism inherent in the English language and how it has been diminishing over the past 25 years.

From the Paper
"Many languages have words of feminine, masculine and neutral gender. These designations are accepted for example in the Romance languages such as French, Spanish and Italian. The English language-although it does not contain gender-denoting articles such as the French le and la, does contain words that signify the masculine or feminine gender in other ways. Certain word endings such as ess and ette pertain to words that refer only to females. The word actress for example, refers to a female actor, a male...

Tags:sexism, gender, English, language, pseudogeneric

Abstract
This paper discusses the myths and misconceptions of English Language 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..."

Tags:Myths, Misconceptions, ELL Students, English language learners

Abstract
This paper discusses phonemes and how they apply to the English language. 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."

Tags:middle, english

Abstract
The author of the paper contends that, in order to understand the existence of accent or dialect bias, it is important to understand the historical and cultural framework within which the English language developed. In the paper, the author examines the history of the development of the English language as it relates to the preference expressed for a specific accent or dialect as being "correct".

From the Paper
"Language is a remarkably complicated but simple matter. Each language system--French, Japanese, African languages, etc.--has its own set of sounds or hand gestures that people who speak or use their hands to communicate other languages would find difficult to produce. In the United States, children learn English via the parts of speech. They learn that verbs are action words, nouns are people, places, things, or ideas, and adjectives are descriptors. Students taking English classes in the United States may feel that only English speakers must struggle through these lessons, they are wrong. In fact, language universals appear in each language. This means that while every language has different words, sounds, and meanings, all share similar parts of speech, a concept that allows a great deal of insight into the human mind (Fromkin, Rodman, and Hyams (17). In fact, while children in English language classrooms are taught the standard features of their language, they do not need formal education in order to understand the language. Instead, children begin to speak simply by hearing their parents and others in their environment speak."

Tags:history, culture, linguistics, roman, viking, norman, grammar, middle, english, shakespeare

Abstract
This paper explains good and bad uses to which ambiguity in the English language 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 ..."

Tags:Linguistics, Language, ambiguity, poetry, doublespeak

Abstract
This paper explains that the problem of English language 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 English language. 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 English language.

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 Language Development
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."

Tags:comprehend, journal, communicate, prewriting, reformulation

Abstract
This paper explains that the California English Language Development Test (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."

Tags:assess, credibility, insufficient, monitoring, credibility