Abstract
This paper discusses the situation in the United States for English-language learner (ELL) and English as a second language (ESL) students. It particularly describes the effects of a lack of primary English language skills on the students in primary and secondary grades. It also discusses the effects of these students receiving much of their instruction from content-area teachers or para-educators. The paper offers brief recommendations to improve the situation for ESL and ELL students.

From the Paper
"As a result of those policies and practices, many ELLs receive much of their instruction from content-area teachers or para-educators who have not had appropriate preparation or professional development to address their second-language development needs or to make content instruction comprehensible. This situation hinders their academic success. Not only do teachers need more preparation to work with ELLs but they also need to know the type of instruction that is most effective for these students, a population whose growing numbers requires that educators take a serious look at their instructional programs. Therefore, it is evident that the best course of action is preparation. With proper preparation and understanding, teachers will be better suited to aid ELLs/ESL's. (Echevarria, Short & Powers, 2006)"

Tags:comprehension, instruction, ELL, ESL

Abstract
The paper reveals that the number of English language learner (ELL) students in American classrooms continues to increase faster than the system can accommodate them. The paper provides tentative research questions and reviews the relevant literature on ELL students and the No Child Left Behind Act (NCLB). The paper highlights the limitations of the NCLB in helping ELL students in the present school system. The paper then suggests establishing a voucher system for schools so parents could choose the best school to meet their children's learning needs or allocating additional resources to help busy teachers provide the individualized level of attention ELL students need.

Outline:
Tentative Research Questions
Rationale for the Study
Significance of the Study
Review of the Relevant Literature
Investigation
Discussion

From the Paper
"The United States is no longer a "melting pot, but has rather emerged in the 21st century as a "salad bowl" where many minorities may not readily become as assimilated into mainstream American society as in years past. The implications of these trends for the public school system in the U.S. has been profound, particularly in view of the recent mandates established by the No Child Left Behind Act of 2001 (hereinafter "NCLB," or alternatively, "the Act"). According to Arce, Luna, Borjian and Conrad, "Proponents of the No Child Left Behind Act claim that its mission is to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice" (p. 56). Less than 13 percent of teachers in American classrooms currently possess even minimal ESL training, though, and just 8 to 10 percent of teachers have bilingual or ESL certification (Rice & Pappamihiel, 2004)."

Tags:vouchers, resources, teachers, public, schools, diversity, multiculturalism

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 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 how ELL students (English language 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 English language. The paper researches this question and concludes that English language 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 English language 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)."

Tags:rural, culture, teaching

Abstract
This paper examines issues in assessment faced by English Language Learners (ELL). According to the paper, these students have a native language that is not English. Furthermore, they have difficulty speaking, reading, writing and understanding English. It is these difficulties that limit the students ability to meet state proficiency achievement levels, achieve classroom success in the classroom where English is the only instruction language and limit the opportunity for full assimilation into English speaking society

From the Paper
"English Language Learners (ELL) are students who have a native language that is not English. These students have difficulty speaking, reading, writing and understanding English. It is these difficulties that limit the students ability to meet state proficiency achievement levels, achieve classroom success in the classroom where English is the only instruction language and limit the opportunity for full assimilation into English speaking society ("Information for the Assessment of English..."

Tags:ell, strategies, assessment

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 English language 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."

Tags:standardized, tests, bilingual, education, performance, standards

Abstract
This paper supports the hypothesis, based on preliminary literature research, that English language 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."

Tags:pre-posttest, solom, technology, participative

Abstract
In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to English language learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the English language 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 English language by students in the school and classroom environment. The writer concludes that the cooperative classroom in English language learning has been shown to be effective in a student's acquisition of the English language.

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."

Tags:students, teachers, classroom, instruction

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