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
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."

Tags:consistent experience objectives rights, varying opinions

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."

Tags:early, stages, development, educators, adminstrators, appropriate, pre-k, hispanic

Abstract
This paper explains that, despite the growth of minority representation in higher education, the experience of many students is still one of marginality, the condition in which the individual is in both societies, not poised between them. The author intends to study the actual experience of individuals attending higher education as immigrants and non-native English-speakers. The author explores phenomenology theory, which asserts that reality is an embodied, contextual experience rather than one that is defined and represented through the mediation of language, will be the research technique.

Table of Contents
Phenomenon of Interest
Perceived Justification for Studying the Phenomenon
Assumptions and Biases
The Method of Inquiry
Relevance for Nursing
Evolution of the Study
Historical Context
Experiential Context
The Phenomenological Method Background of the Method
Merleau-Ponty's Phenomenology Research
Van Manen's Method of Phenomenological Research
Summary

From the Paper
"Although the discussion of the experience of immigrant students in the literature provides one perspective, the lived experience of individuals provides even more information to reflect upon. For example, in her discussion of her college career, Cynthia Inda (1997) provided a perspective on why she attempted to attend college to begin with, and the kind of process she needed to follow in order to be successful. For her, that process began with a background that did not support higher education. Neither of her Mexican immigrant, parents spoke English, none of her brothers and sisters attended college, and most did not finish high school. Yet, ultimately, Inda was able to enroll at Harvard University after gaining the skills and confidence she needed academically."

Tags:phenomenology, marginality, immigrants, minorities, class

Abstract
The writer explains that in the European Union, all languages from member countries are to be given the same status. In practice, many documents are only translated into English and French as translating into all the member country's languages is too complicated. The paper explains that some feel that English should become the language of the EU, despite its policy to the contrary. The writer shows that some feel that English should be used in the EU as a common language, and not as a political stance. The paper goes on to discuss the effects of immigration, emigration and tourism to the UK, and how this has affected English in the UK. The writer explains that as policies of equality and human rights take precedence, foreign languages are being used more widely in education, where once, all education was only in English. The paper explains a recent language policy to use English as the sole language for education, in order to give all children in the UK an equal chance at making the best of their learning experience. In conclusion, while a lingua franca serves to overcome many obstacles, this should be balanced by a recognition of diversity in both the English language itself and in terms of different languages within the UK.

From the Paper
"However, there has recently been a greater emphasis on language diversity within the UK. As policies of human rights and equality take precedence, foreign languages enjoy more attention in schools. Since globalization and travel are greater realities today, it is possible to have a Dutch mother, a Spanish father, and be fluent in English, Spanish and Dutch. Some countries, including the UK, have begun to acknowledge this to a certain degree. It is also interesting to note the linguistic diversity locally within the UK. The United Kingdom is internally much more diverse than the general perception gives it credit for. There are many languages and cultures within this country. These include the Welsh, Scottish and Irish traditions, which remain cultures within themselves, despite the fact that English is perceived to be the dominant language within the United Kingdom. Bourne (Eggington & Wren, 1997:51) [2] notes that the modern United Kingdom has 500 000 Welsh speakers and at least 80 000 Scottish Gaelic speakers within its borders. A small number of Northern Ireland schools also still teach Irish Gaelic. Currently more than five percent of the total population in British schools is bilingual. The history of the UK is similarly colorful. Welsh, English, Latin, French and Flemish were used in Wales during the Middle Ages, while children with home languages such as Polish, Ukrainian, Chinese, Yiddish and French, among others, frequented British schools during the nineteenth century. Current language surveys reveal over 170 languages spoken in London schools, of which Bengali features the greatest number of speakers."

Tags:welsh, gaelic, bengali, multilingualism

Abstract
Bilingual education programs set up to provide support to non-English-speaking children allow immigrant children to keep up with studies in other academic subjects while they work on their English skills. The paper shows that the controversy over the effectiveness of bilingual education programs continues to rage in the community as educators attempt to find ways to accommodate the needs of the increasing numbers of immigrant children. Thus far, there is no conclusive evidence that bilingual education programs or other strategies provide the best education for immigrant children. The paper discusses how past experiences have shown that immigrant children from different parts of the world perform differently in response to particular strategies. Socio-economic backgrounds of the immigrant children may also be a decisive factor in determining the outcome of the children's success. The paper concludes that it is ultimately up to the parents and educators to collaborate in order to provide an education that caters to the individualized needs of their children.

From the Paper
"However, critics of bilingual education point out that bilingual education programs have been an utter failure in enabling immigrant children to succeed in schools. Even after thirty years of implementation, there is still no indication that bilingual education programs work in helping non-English-speaking students succeed. They argue that immigrant children are still dropping out of schools in droves and few immigrant children transition to full English instruction classes (Rothstein, 1998, p. 672). According to these critics, the premise of bilingual education classes is a divisive concept that slows down the assimilation process of these immigrant children. By keeping children straddled between two worlds, bilingual education advocates are sabotaging the immigrant children's chances of learning a sufficient level of English to allow them to survive in the workplace (Rothstein, 1998, p. 672). Immigrant children who are immersed in their native language at school and at home will not feel the incentive to tackle the difficult challenge of learning another language (Rothstein, 1998, p. 679)."

Tags:Jim, Cummins, Latino, ethnic, groups

Abstract
The paper discusses how Costa and Kallick (2000) contend that students must be capable of developing "habits of the mind" (p. 1) that form the basis of how students will receive a problem, process the problem and be capable of making judgments about the problem in the cognitive processing. The paper explains that habits of the mind are, therefore, tools that the teacher can use to assist students build a method of addressing learning that can be the foundation of their skill development and experiences throughout education. The paper relates that habits of the mind rely on three levels of thought processing that include information, processing and judgment. Yet, the paper outlines how the habits of the mind are broken down into 16 categories.

From the Paper
"Costa and Kallick (2000) contend that students must be capable of developing "habits of the mind" (p. 1). These habits form the basis of how students will receive a problem, process the problem and be capable of making judgments about the problem in the cognitive processing. Habits of the mind are, therefore, tools that the teacher can use to assist students build a method of addressing learning that can be the foundation of their skill development and experiences throughout education. Habits of the mind rely on three levels of thought processing. These levels include information, processing and judgment. Yet, the habits of the mind are..."

Tags:habits, mind, english

Abstract
This paper analyzes the way information and communication technologies (ICT) resources are currently being used in secondary classrooms in the United Kingdom and Egypt to determine how these can be better used for language education applications. The author used methodologies that include a critical literature review, a statistical analysis of grade point averages before and after ICT initiatives were used and a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper relates that the delivery of effective language instruction in Arabic and English require a different set of tools and techniques although both ASL and ESL students are motivated by comparable factors and experience similar reactions and emotions concerning their language instruction. This paper includes many table, graphs, quotations, questionnaires and a complete analyzes of the data.

Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Definition of Terms
Preliminary Literature Review
Background and Overview
Education in Egypt
Education in the United Kingdom
Information and Communications
Technology and ESL Applications in the Classroom
Constraints to ESL Delivery in the Arabic-Speaking Egyptian Classroom Constraints to ESL Delivery in the UK Classroom
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study Population
UK Schools Participating in Study
Egyptian Schools Participating in the Study
Data Analysis
Egyptian and UK Student Survey Results
Summary, Conclusions and Recommendations
Summary Conclusions
Egypt
United Kingdom
Recommendations
Egypt
United Kingdom
Excel Spreadsheet Used in Analysis

From the Paper
"The educational systems in Egypt and the UK bear some similarities as well as important differences that will be discussed further below. One of the similarities, though, is the manner in which the stages of general education are provided. In Egypt today, there are three stages of state general education: (a) primary (six years), (b) preparatory (three years), and (c) secondary (three years). The primary education is for students between the ages of 6 and 12 years and is compulsory; students who are successful in examinations have the opportunity to continue their education first at the preparatory and then at the secondary level. In this regard, there are two types of secondary school, (a) general and (b) technical; the majority of Egyptian technical schools are either commercial, agricultural, or industrial."

Tags:methodologies, arabic, reactions, expertise, reforms

Abstract
This paper discusses the importance of offering bilingual education in US schools. The paper maintains that, because of the ever increasing numbers of English language learning students present in the American school system, the topic of bilingual education must be addressed. The paper relates that research into bilingual education has proven that it is the best way for ELL students to learn the language while maintaining literacy in their own native tongue. The paper argues that, in order to create a successful system, not only do we need to remove the misconceptions regarding ELL students and develop programs that will work for all students, but most importantly teachers need to be prepared and supported in order for the classroom experience to be successful.

From the Paper
" The first immigrants to this country were primarily northwestern European. With the abundance of land and the tendency for national groups to stay together in order to preserve their traditions language was not much of an issue. With the second wave of immigration to America, largely from southern and eastern Europe, the problems began. The original settlers began to fear for their customs and traditions when the new groups began to move in."

Tags:immigration, diverse, original, settlers, trouble

Abstract
This paper explains that the over-representation of minority or non-white students in special education and the quality of their educational experiences have been regarded as one of the most significant issues facing the U.S. public school system in the past thirty years because the existence of this disproportionality has been used as evidence of potential discrimination. The author points out that, from a legal point of view, evidence of a pattern of over-representation has been sufficient enough to begin a legal action to reduce disproportionality. The paper argues that the problem of disproportionate representation of minorities in special education must be examined in a larger societal context by addressing issues of inadequate educational resources, use of culturally inappropriate instruction and inadequate teacher qualifications.

Table of Contents:
Introduction
A History of Litigation
English Language Learners
Court Cases Involving Disproportionality of Minorities
Regulations Regarding Disproportionate Representation
Amendments to IDEA
Measuring the Problem
Composition Index (CI)
Relative Risk Ratios (RRRs)
Disproportionality and the "Least Restrictive Environment" (LRE)
Re-Defining the Problem
Is Disproportionality Significant?
Conclusion

From the Paper
"An issue with the use of RRRs and other methods of calculation is that there is no one recognized approach for determining when disproportionality is large enough to be important. While there are methods for establishing statistical significance (i.e., is this RRR significantly larger, or smaller, than 1.0?), these methods are somewhat complex, raise other calculation problems, and may produce different results depending on the size of the district. A more common approach has been to randomly select a cutoff value at which disproportionality is viewed as socially significant."

Tags:measurement, esl, discrimination, index, research