Abstract In this article, the writer discusses what link, if any, exists between student learning anxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in language learning anxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.
Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References
From the Paper "Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."
Abstract This paper describes the differences and similarities between special education and ESL (English as a Second Language). It focuses on the teaching methods and different programs of these two minority groups.
From the Paper "In a discussion of meeting the educational needs of ESL and or special education students, Garcia and Ortiz long ago noted that if a child who needs ESL instruction is mistakenly ..."
Abstract This paper discusses bilingual education and English as a second language (ESL) in the United States. It describes the country's policies in terms of bilingual education programs and discusses the importance of teaching English as a second language to students in schools. It also compares the outcomes of bilingual education programs and English immersion.
Table of Contents:
History
Analysis
Bilingual Education vs. English Immersion
Conclusion
From the Paper "My interviews with the teachers and students indicate that most educators base decisions about how to teach not just on state mandates but also on their assessment of what their English language learners need, the numbers of English language learners in their classes, and their own philosophy. Most teachers with whom I have talked believe that teaching students in English as a secondary language is more important because the students understand the lectures in a better way. In general, a mainstream classroom that provides extra help seems to be more practical for many schools, and any academic harm caused by such classrooms is apparently not significant enough to be noticeable to most teachers or to offset the relative ease with which schools can form such classrooms. After all, most immigrant children in the U.S. and throughout the world are in mainstream classrooms, and most of them seem to swim, not sink."
Abstract This paper reviews bilingual education programs, including transitional bilingual education, English as a Second Language (ESL), structured immersion, submersion, and two-way or dual immersion. The author states that the National Council of Teachers of English found no research evidence to support the idea that non-English-speaking children will read, write, and do academic work in English better if first they learn to read write and do academic work in their home language. The paper concludes that bilingual education blocks the assimilation and advancement of minority students; therefore, to avoid such situations, students should be placed in English-only classes.
From the Paper "However, not all communities are able to provide their language ? minority students with such programs. As a result, a significant number of English -language learners are unable to accomplish well academically. Additionally, schools need sufficient funding from the government for recourses, programs and textbooks that will help minority students succeed academically. The costs of bilingual programs for minority students are estimated to be $5.5 billion, and for ESL $1.9 billion in. On the contrary, intensive English programs do not require so much funding. Besides, research shows that these programs are much more successful then bilingual programs in providing competency for non-native language learners."
Abstract This paper explores recent trends and controversy regarding bilingual education and examines various methods for providing bilingual education. Additionally, recent educational trends in this field are discussed, including two-way bilingual education, integrated bilingual education, two-way immersion, and transitional bilingual. Issues such as preserving the students' native culture and language as well as their growth in both the native language and the newly acquired language are examined.
Outline:
Introduction
Differing Methods of Bilingual Instruction
English Only Mandates
Loss of Native Language
Conclusion
From the Paper "Bilingual Education ideally encompasses dual language learning that can take on any number of forms (Jarvis, 2006). The vast majority of research supports bilingual education as a necessity to facilitate not only learning on non-native speakers of English, but as a tool to maintain and promote heritage language and culture (Adams & Jones 2006; Combs et.al., 2005; de Jong, 2006; Hasson, 2006; Jarvis, 2006; Lee, 2006; Lopez & Tashakkori, 2006; Moses, 2000; Nora, 2000;). While research continues to indicate the benefits of bilingual education there has been recent influx of "English-only" mandates (Adams & Jones, 2006, Combs et. al., 2005; Lee, 2006; Moses, 2000) which perpetuate injustice manifesting itself in various ways throughout the educational experience of English language learners (ELL) (Adams & Jones, 2006; Combs et. al., 2005; Hasson, 2006; Moses, 2000)."
Tags: ELL, English Language Learners, ESL, English Second Language, bilingualism, dual, english only, NCLB, No Child Left Behind, immersion, Hispanic, Spanish, monolingual
Abstract This paper discusses the pros of bilingual education in New York public schools. As part of the discussion, the paper examines the following four language programs available in New York: two-way bilingual education, transitional bilingual education, English as a Second Language (ESL) and English immersion program.
From the Paper "Over the last five years, educators in the New York City public school system have begun to acknowledge the need for schools to offer increased program choice for the wide variety of English Language Learners (ELLs) entering the New York City public school system. Current language programs in New York can be classified under four categories: two-way bilingual programs, transitional bilingual education, English as a Second Language (ESL) and English immersion programs. Due to the shortage of funding and qualified teachers the majority of ELLs has..."
Abstract This paper looks at the education system, from primary to university level within the South East Asian country of Malaysia. The paper discusses how the system works and how the Ministry of Education regulates the educational system in the form of assessments and academic streaming.
From the Paper "Students within the vocational streaming will be studying those subjects that are more useful for a vocation rather than simple employment in a store, these subjects will be running parallel and in harmony with other academic subjects that are in similar study of other school syllabi. Students at this level will be expected to take an examination at the end of their second year known as the Peperiksaan Sijil Pelajaran Malaysia Vokasional (SPMV). Of those student who pass the examination with high grades they are permitted to continue their studies at local establishments of higher education or if they wish they can seek employment, the optional added programme of skills training is a bonus (SEAMO 1998)."
Tags: curriculum, syllabuses, UPSR/PSAT, KBSM/SSIC, O-level, ESL, Malaysian, Examination, Council
Abstract This paper explains that, similar to other government-financed schemes, adult education has met with mounting requests to exhibit its efficacy. The author points out that the Bush Administration is dedicated to transforming education in the United States, such that every adult is capable of meeting the challenges of the current high-skill economy. The paper relates that, although the majority of adult education programs are obliged to report various forms of information to the government agencies or the organizations that finance them, they don?t automatically examine these data internally to get an insight as to how the information may be utilized to improve programs or instruction.
From the Paper "In the past years, amendments made to the Adult Education Act, the federal legislation administering the adult education program have reinforced the necessity of answerability. The reauthorization of the Act during 1988 augmented the state necessity for local program review by stipulating six subject areas that the review should deal with and by commissioning the deployment of standardized test results while assessing. The adult literacy policy on the national level is stated in the National Literacy Act and in the Annual Education Act (AEA) which brought about the amendment of AEA in the year 1990. The purpose of the Act is to aid dropout adults attain the literacy required to work effectively in society, obtain advantage from job training and retrain them with a view to obtaining and maintain employment and persist their education to the level of passing out of High School at the minimum. To sustain adult literacy endeavors meant for adult secondary education (ASE), adult basic education (ABE), and English-as-a-Second Language (ESL) inputs, the AEA provides a public funding medium by way of granting federal grants to the state education outfits."
Abstract This research paper gives detailed insights on the types of bilingual programs in the American educational system and their impact on minority students' performance. The paper examines how bilingual educational programs can prepare limited-English students for the competitive society that we live in today.
From the Paper "Moreover, researchers argue that bilingual education benefits not only immigrants, but also all children regardless of socioeconomic, cultural, and linguistic backgrounds. For all students, bilingual education "enhances intellectual growth and interpersonal-and intercultural- communication competence", both of which are essential for a successful and meaningful life in today's diverse American community and increasingly interconnected world (P. Ngai, 2002)."
Compares and contrasts education in the Northern and Southern colonies of America during the seventeenth century. Also includes a review of the effects religion has had on the American educational system.
Abstract After providing a brief introduction on the educational scenario in America during the seventeenth century, the paper provides an overview of the two main schools of thought that were responsible for spreading education in the Northern and Southern colonies of America. Following the overview, educational developments in the Northern colonies are compared with those of the Southern colonies, the events detailed in order of their historical occasion. A analysis of traditional and modern education in context of religion and the American society follows, contrasting educational achievements and shortcomings of the Northern and Southern colonies of America during the seventeenth century.
Education in Northern Colonies
Education in Southern Colonies
Seventeenth Century Education in relation to Religion (North & South
Colonies)
Conclusion
From the Paper "The seventeenth century has been known as an age of faith that brought literacy and reason to the New World. For the colonists who came to settle their families, it was a new era of education for the grooming of their generations. The educational revolution, coupled with religious rebel of the sixteenth century was severe and shaking as its impact was felt both on the continent as well as in America. It were the educated Americans of the seventeenth century that thought and realized to use education and religion in coordination for widespread awareness among the people and quick acceptance of the reformation. Though most Americans substituted religion with humanitarianism, education was acknowledged unanimously for being indispensable to the newly emerging dominion (1)."
Abstract This paper queries the sustainability of the educational methods of Cuba, South Africa and Sudan in terms of creating egalitarian and socially equal societies that empower the masses. Furthermore,the paper continues with Anders Breidlid's ideas about Cuba saying that "The social capital injected into communities over generations has paved the way for the possession of cultural capital, not only for a small elite, but for the majority of the population." The paper further discusses this in conjunction with Carnoy's concept of "state-generated social capital" in Cuba and compares them to South Africa's ideological educational system as seen by the declarations of its curriculum and Sudan's education system being Islamic. Pertinent questions are raised and discussed by the paper. The paper further asks whether the Cuban model is replicable without an authoritarian, coercive environment to ensure its success.
Outline:
Introduction
A Mechanistic Vs. an Ecological Approach to Sustainable Education Cuba's Educational Discourse and Equality
The Educational Discourse of South Africa's C2005
State-generated Social Capital in Levelling the Field
Language in Education in South Africa
Sudan's Islamic Educational Discourse
Education Towards a Theocracy?
Ideology and Ideological State Apparatuses in Sudan
The Discourse of Inclusion/Exclusion, Gender and Sustainability
Critiquing Cuba's Paternalistic Educational Discourse
Conclusion
From the Paper "Civil society is now questioning the revolution's legitimacy in providing access to knowledge. For instance, the Biblioteca Independiente Felix Varela was established by Mexidor and her husband Ramon Castillo with the aim of providing other sources of information and knowledge other than that promoted by the government through voluntary donations. Within a year, 13 such independent libraries operated in the island. However, they were soon subjected to government harassment and persecution to the extent that the couple had to seek asylum abroad in 2001 (Cruz-Taura 2003: Online). With reference to Sterling's (2001) table above, Cuba's educational ethos is clearly a mechanistic one of manipulation, control and dependence with a centralized power-base hierarchy that aims at standardization and homogeneity. "
Abstract In this article, the writer notes that achieving universal education is one of the UN's 8 Millennium Development Goals agreed to in 2000 by all the world's countries and the world's leading development institutions. The writer points out that although some progress has been made in increasing the level of education in most countries, a number of third world countries have fallen behind in their effort and are unlikely to achieve the goal by the target date of 2015. The writer outlines the benefits of education and discusses the co-relation between illiteracy and poverty. The writer then reviews the status of education in the third world countries. Finally, the writer enumerates the reasons for high levels of illiteracy in these countries and looks at how they can be overcome.
Outline:
Benefits of Education Responsibility of Governments in Education and its Social Benefits
Individual/ Private Benefits
Co-relation between Poverty and Literacy
The State of Education in Third World Countries
Reasons for the Continuing Low Education Levels
Overcoming the Barriers
References
From the Paper "There is a strong correlation between poverty and illiteracy. Wherever literacy rates are lower, poverty rates are invariably higher and vice-versa. The relationship between the two is a vicious circle as poor countries do not have sufficient resources to invest in education; most of the people who survive on incomes of less than 2 dollars a day cannot afford to send their children to school. On the other hand, a low literacy rate is a major barrier against personal improvement and prevents the poorest people to lift themselves out of the poverty trap.
"For example, in third world countries such as Bangladesh, Ethiopia, Ghana, India, Mozambique and Nepal, 78% or more of the population lives on incomes below US$2 per day, adult literacy rates are below 63%, and the number of adult illiterates exceeds 5 million in each country."
Abstract Modern European / Western education finds in its current form, roots that stretch back to Socrates and further to the earliest forms of oral histories and story-telling. The western model of education is based almost exclusively upon lecture, experience and review, is graduated in complexity and content over time, and covers, in general, approximately 12 years of a student's life. The content of lessons, regardless of context and subject, generally follow a specific structure with a philosophy of development that finds its origins in Locke, Rousseau, and Pasteur. During the 19th century, on the heels of the Age of Enlightenment and through the Romantic Era, education underwent fundamental changes. Many different factors influenced the form and content of that education, most significantly, perhaps, being that of nationalizing and standardizing the educational system. It is the purpose of this paper to examine the history of educational systems during the 19th century Europe, differences in gender-involvement, the influence of Napoleon, Locke, Rousseau, Pasteur and other thinkers from the Enlightenment and Romantic periods, all with the intent of demonstrating how our modern model of education has been shaped and determined by these factors.
Abstract This paper relates the deplorable state of education in the U.S, which ranks at the very bottom of 19 industrial nations in reading, writing and arithmetic, disastrous for a country that has bet its future on an information-driven economy. The author stresses that, if the philosophy of education is to be reformed and rethought, the beginning is with the educators themselves. The paper states that the first step in reforming the American school system is to retain some of the traditionalist values, such as teaching the basics of reading, writing and arithmetic; however, the methods and environment in which these skills are taught needs to be approached using a progressive viewpoint.
Table of Contents
The State of Education Today
Identifying Goals of Formal Education Towards A Better Education A Personal Philosophy
From the Paper "Part of the problem lies in the somewhat dismal salaries being paid to educators. Granted, this is in itself is a sad commentary on educators, but it is a fact of life, the economy and the rising costs of goods and services. As a result, because educators feel they are not being fairly compensated, the students ultimately suffer from neglect and/or lower standards of education. In a way, we can look at it as the classic case of the domino effect - to borrow a phrase from the Cold War era. Because the economy is suffering, educators' salaries are negatively impacted. Because educators' salaries are negatively impacted, their lack of dedication and motivation is dramatically affected, and at the end of the domino effect are the students."
Abstract This paper presents a look at early childhood education in London, England. It includes a brief history and examines the social, economic, cultural, and technological forces have affected educational changes in England. The paper discusses the variety of educational pedagogies in this system of early childhood education.
From the Paper "The history of the education movement in England can be traced back to the Education Act. This Act ushered in the modern system of education in England. The Act gave rise to a national system of state education but also assured the existence of ..."
Tags: Early Childhood Education, London, England, Brief history of Early Childhood Education in England, The social, economic, cultural, and technological forces have affected educational changes in England. Educational pedagogies in this system of Early Child
