An analysis of the book "Experience and Education" by John Dewey. The paper argues that that education should be based on the child's psychological and physical development, as well as the world outside the schoolroom.
Abstract The book "Experience and Education" developed and nourished ideas that shaped the basis for many of present day's common education practices, such as the performance-based assessment, cooperative and inquiry-based learning, play-oriented preschools, and hands-on science. This paper gives a brief biography of the author, summarizes the ideas presented in the book and discusses the strengths, weaknesses and drawbacks of these ideas.
From the Paper "Published in 1938, the novel "Experience and Education" is perhaps his most brief, clear response to the problems as being perceived by him in both traditional forms of pedagogy as well as in the fundamental reactions to those conservative forms. According to him in the book, these traditional practices have mostly served to reproduce an existing unjust social order."
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language 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 English language 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
English Language 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."
Abstract This paper proposes a research project that would examine the effectiveness of English instruction of mathematics on Second Grade ELL (English language learners) students as compared to the effectiveness of instruction in their native language. The proposal is in response to the controversy surrounding the issue of how best to teach mathematics to children from non-English-speaking backgrounds, since it has been found that the best way for children to learn to use mathematics to organize, understand, compare, and interpret their experiences is by making a connection between mathematics and their everyday lives. The paper examines whether ELL students should be taught how to make this connection in their native language with gradual exposure to English in language classes, or whether they should be immersed in English as early as possible. The paper includes an annotated bibliography and an observation checklist of lessons taught in class.
Introduction
Setting
Problem/Issue
Research Question
Hypothesis
Methodology
Subjects
Instrumentation
Significance of the Study
From the Paper "Mathematics is a powerful tool for interpreting the world. Research has shown that for children to learn how to use mathematics to organize, understand, compare, and interpret their experiences, mathematics must be connected to their lives. Such connections help students to make sense of mathematics and view it as relevant. There has, however, been controversy with regard to children from non-English backgrounds and the best ways to get them to make those connections. Questions are raised regarding how to instruct these children who are referred to as English language learners (ELL?s). Should they initially be taught in their native language with gradual exposure to English in language classes, or should they be immersed in English as early as possible."
Abstract This paper discusses the pros and cons of teaching solely in English in the United States. The author explains how the advantages convince us that we should adopt instruction in English nationwide in order to live up to our reputation as a land of equality among our residents. The paper also discusses how teaching in languages alienates English speakers from non-English speakers.
From the paper:
"In the United States, we residents are well known for our diversity and ability to accept many different things. The battle over the most effective way to teach our children has resulted in an ongoing debate between teaching in the English language or bilingual education. Not only has bilingual education been a failure in many parts of the country, but also a waste of precious financial resources. The prevailing language in the U.S. is English, and it has worked well to keep the country united. With a high number of diverse cultures cohabitating, the assortment of languages has served to promote ethnic elitism. Those who do not speak English fluently are incessantly among lower social classes."
Tags: bilingual, children, education, spanish, teach, class, melting, pot, u.s.
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."
This well-researched paper focuses on the rights of non-English speaking students to receive a fair and adequate education as well as the 14th amendment which guarantees equal protection under the law with regard to race or national origin.
Abstract This in-depth paper examines the xenophobic feeling prevalent in U.S. society which is exemplified by the laws of several states that display a hostile attitude toward foreigners and foreign languages. The writer of this paper discusses the lack of adequate English instruction in the school system which prevents non-English speaking students from receiving a proper education. This paper focuses on language rights in the U.S., which is a component of other rights as stated in the 14th amendment, that guarantees equal protection under law with regard to race or national origin. This informative paper cites numerous legal cases including the landmark bilingual education class action case of Lau vs. Nichols brought by non-English Chinese speaking students against the San Francisco Unified School District. This paper also explores the effectiveness of the Educational Opportunities Act of 1974 that requires affirmative action by a school district in overcoming language barriers that impede a student's equal participation in the educational process.
From the Paper "Although not related to a foreign language, the case Martin Luther King Jr. Elementary School Children v. Ann Arbor School District (1979) speaks to a lawsuit 11 black children brought against the AASD school board regarding an English dialect. According to the court, the plaintiffs assert that the children speak a version of "black English," otherwise known as Ebonics, as their community and home language, which impedes their equal participation in the educational process, and the school has not taken appropriate action to overcome the barrier. The District Court indicates that this case is an effort to require the school district to take appropriate action to teach the black children to read in standard English. Witnesses before the court testified that Ebonics is a language system that differs significantly from standard English and has been used at some time by 80 percent of the black people of this country. This dialect is especially prevalent in areas where there are concentrations of black people, and it contains aspects of Southern dialect that is used largely by black people in their casual conversation and informal talk."
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
A discussion on the challenges of teaching bilingual education ? which can also be phrased as the challenge of educating students with limited English proficiency.
Abstract The following paper examines the complex task of teaching grammar and syntax and instilling an appreciation for nuance and vocabulary choice to children from less educationally privileged areas. This paper examines the programs developed by three different states ? Florida, Texas, and California ? to help educate students with limited English proficiency, looking at both the technical aspects of each program and the larger educational philosophy espoused by each bilingual program.
From the Paper "States with large immigrant populations such as Florida, Texas and California have traditionally made substantial efforts to teach non-English-fluent students English so that these students can succeed in the United States, where a knowledge of English is necessary for many professions. Because the task of teaching English to immigrants or first-generation Americans is a complex one both linguistically and culturally, most states structure their programs to take a number of years. California's recent attempts to trim the time required to attain full fluency in English to one year is problematic within this context and seems likely to continued to be challenged, either by continued reworkings of Proposition 187 or by entirely new pieces of legislation."
Abstract This paper examines how bilingual education programs, such as those implemented by Chicago Public schools, provide students whose native language is not English a means to acquire adequate education in a diverse and nurturing environment. It looks at how many opponents of bilingual education programs have stated that such programs merely perpetuate the lack of fluency in the English language for non-native speakers. However, it shows how programs actually encourage students to become more fluent and cognizant in the English language, and often learn in a more enjoyable and supportive environment than others.
Outline
Background
Chicago's Bilingual Program
Teacher Instruction
Research
Data
Controversy
Conclusion
From the Paper "The transitional program provides language instruction in the native language first, and then in English. For many students the native language is Hispanic. Many educational studies exist that show that students enrolled in Bilingual programs such as those offered in Chicago schools typically learn English more quickly than those not enrolled, and typically drop out of high school at a reduced rate (Dinges, 1976). One of the reasons hypothesized for this dramatic reduction in drop out rates is the likelihood that a students attitude will be significantly better in a bilingual program. Students feel less ostracized, and understand more easily the lessons offered in a bilingual setting. Additionally, they are surrounded by students facing the same challenges, and are more likely to feel that they are among peers."
This paper discusses in detail the consequences of the Limited English Proficiency programs on academic achievement, the positive effects of bilingual education and the possible solutions and implications of programs.
Abstract This paper illustrates that Limited English Proficiency is a barrier to academic achievement. The author states that the quick Limited English Proficiency programs that teach students only at the base level and do not preserve their native languages have negative effects on the student. The author feels that preservation of the student's native language is necessary. Although the author points out that the LEP schools have many other problems, he states that progress is being made to improve bilingual education.
From the Paper "Studies have shown the consequence of neglecting to implicate efforts to educate bilingual children highly affects the student's interest in learning, which greatly impairs their academic achievement. The Collier study in 1992 revealed that minority students properly bilingually educated for a minimum of three years scored much higher on academic achievement tests than the monolingual students over a period of time. There are no shortcuts to teaching proper bilingual education programs. Quick programs, which taught limited English proficiency students only at the concrete level and did not take the time to preserve their native language, had many negative effects, including lack of academic achievement progress."
Abstract This paper presents an overview of educational techniques, including computer-based education and Web-based training, and considers the use of the Web in teaching English. Also discussed are the advantages of traditional education and the disadvantages of instructor-led training.
From the Paper "The Internet has long been used by companies to provide training to their employees. Increasingly educational institutions are using the Internet to provide education to students at all levels of schooling. This research considers various types of education including instructor-led and computer-based, evaluates the role of the Internet in the teaching of English and addresses the issue of whether the Web can effectively and efficiently replace human instructors in English language programs. Traditional education is typically led by an instructor and involves teaching..."
Tags: distance learning, cyber english, online learning, distance education, Web learning, Web training, Web-based training
Abstract This paper addresses the issue of multiculturalism and its connection to teaching students for whom English is a second language. It examines two main schools of thought. One believes that although schools should recognize the diversity of cultures in our midst, the primary goal of education should be to teach all children to speak English fluently, as soon as possible, and to make sure they are solidly grounded in mainstream American culture. An alternate view is that instructional approaches should support the development of the primary language and understanding of the primary culture rather than acculturation to mainstream culture.
From the Paper "Over the past few decades, the United States has become a country of markedly more diverse subcultures than ever before. At the same time, educators have grown in their understanding and appreciation of the richness that diversity can bring to the educational environment. In spite of this, little research has gone into the effects of language instruction on the cultural development and understanding of students for whom English is a second language. The value of multicultural education is recognized at all levels of education in our country. Recognition of cultural differences as an enriching fact does exist in preschool. However, some educators concerned with the needs of "second culture" children believe that culture and language cannot be separated, and that cultural diversity that eliminates the child's primary language is inherently distorting (Phillips & Crowell, 1999a)."
Abstract This paper examines the various reasons why bilingual education is not only necessary but also effective. The writer of this paper stresses the need for bilingual education as a step to wean students from their native language as effectively as possible and to get them into the educational mainstream. Critics of bilingual education believe that non-English speaking students are not sufficiently mastering the English language and as a result low test scores prove that education is failing them in both their native as well as their second language.
From the Paper "For children in primary, secondary, or even college level grades, as well as for their parents, bilingual education is a "must". Money must be found to develop and maintain a number of such bilingual programs. Bilingual education is, to repeat, a transitional step to wean school children from their native language, as effectively as possible, and to get them into the educational mainstream."
Abstract This paper presents a literature review regarding immigrant elementary school students and the techniques that are being used to educate them. The writer provides a critical review of published literature regarding the topic. It focuses on difficulties being faced by the education departments in educating chidren who are not native English speakers and how the systems which are currently being used are not working.
From the Paper "As the world continues to globalize it is becoming more important than ever to establish standard methods of teaching the immigrant elementary school students in this country. The non-English speaking students that live in America are struggling with two issues. They are trying to learn the basics, such as reading, writing, and math and build concept after concept to prepare them for higher level learning in later grades. While they are doing this they are also trying to grasp the English language. The educational system is charged with the education of all its students, regardless of their primary language. Throughout the system there has been examination of the situation and many studies and articles have been published regarding the best way to educate these students."
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..."
