Abstract
While attractive, English only laws cause many problems. As this paper reveals, these laws close off employment opportunities for Latinos. Similarly, they are divisive and exclusive. As well, they trample upon minority rights. Ultimately, legislators should focus on other approaches. In particular, improved ESL learning is the best way to go. Another approach might be to encourage Spanish language instruction in high schools. In any case, English-only laws are draconian and simply cause unneeded tension.

From the Paper
English-Only Laws: Why They Don't Work and What Legislators Should Really Be Focusing On While attractive, English only laws cause many problems. As this paper reveals, these laws close off employment opportunities for Latinos. Similarly, they are divisive and exclusive. As well, they trample upon minority rights. Ultimately, legislators should focus on other approaches. In particular, improved ESL learning is the best way to go. Another approach might be to encourage Spanish language instruction in high schools. In any case, English-only laws are draconian and simply cause unneeded tension.

Tags:draconian, english, laws

Abstract
This paper reviews and analyzesRuth DeCrescentis' work "Methods of Sheltered English" which lists a number of best practices, curricular theories, and other tips for improving the practice and pedagogy of sheltered English teaching. This paper surveys DeCrescentis' ideas and discusses how they apply to a real-world school.

From the Paper
"This paper will survey DeCrescentis' ideas and discuss how they apply to a real-world school. Here are DeCrescentis' six bullet points for teaching sheltered English, accompanied by brief descriptions: Extralinguistic Cues: Gestures, facial expressions, visual aids."

Tags:sheltered, english, pedagogy

Abstract
This paper explains how the cultural shake up of the South Eastern regions of the state of Louisiana after hurricane Katrina, had a marked increase in the number of English language learners. As this became a problem due to the shortage of English teachers the paper goes on to address the various ways in which teachers can improve their literacy teaching techniques in English as a second language (ESL). It explains that teaching English as a second language must also ensure that the language cuts across different dimensions and cultures.

Outline:
Abstract
Teaching English as a second language: International perspective
Vocabulary Teaching: Effective Methodologies
Computer-Based Language Teaching or Computer Assisted Language Learning
PowerPoint Applications in ESL teaching
Using Drama in the ESL Classroom
Newspaper Articles in the ESL Classroom
Integrating Cultural Values into Oral English Classes
ESL Team teaching

From the Paper
''Vocabulary is the most important part of acquisition of any language. While teaching English as second language sometimes the students may not find themselves comfortable with the vocabulary lessons. However, the teachers can make the learning more interactive by introducing a variety vocabulary exercises. The teachers can make this effective by learning the patterns of difficulty of teaching vocabulary to students from different orientations. The teacher should create a wide range of activities and tasks geared towards helping their students to develop strategies that can help them learn words on their own. These activities should help the students to explore, keep and utilize items of vocabulary.''

Tags:language, perspective, methodologies

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

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
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."

Tags:bilingual, immigrants, scores, barrier, parents, achievement, special, education, law, teachers, turnover, standards, family, literacy

Abstract
In this article, the writer notes that learning a second language has never been so popular as it is today, since successful foreign language acquisition has become an important aspect of successful life. However, the writer maintains that it seems to be not easy to be a successful language learner as foreign language learning is not just a study of the language itself but there are a lot of things to take into account. This study focuses on several different factors involved in second language learning experiences of a student that may have positive and negative implications for acquiring a foreign language. The writer identifies and examines second language learning experiences of the participant from three different aspects of learning; these are culture, vocabulary and sounds. The writer concludes that understanding a variety of factors that are involved in second language learning provide useful information for both learners and teachers to improve their learning or teaching styles. A list of the interview questions is appended to the paper.

Outline:
Introduction
Language and Culture
Acquisition of Vocabulary
Pronunciations
Conclusion
Appendix: Interview Questions
References

From the Paper
"It appears that her motivation for learning the target culture and the language seem to be quite low because she is being forced to learn them by her mother for higher education. The participant also noted that she has never been involved in social activities though she has lived in the target country for over two years, and usually spends her time with her friends who share the same nationality. In addition, the participant reported that she feels uncomfortable with people from outside her own culture, especially those from other ethnic groups. Although the participant is now gradually trying to learn more about the target culture by observing other's behaviours, she seeks advice from her Korean friends when she is confused about an appropriate behaviour in the target culture."

Tags:behaviour, adjustment, linguistic, vocabulary

Abstract
This paper explains that it is imperative that ESL students are evaluated in the primary stages of instruction to develop an appropriate course of action for ESL instruction. The paper continues that it is important to develop activities tailored to the student population to encourage individual growth and academic competence. The author believes that students in the ESL classroom must recognize that stress is a part of daily living.

Table of Contents
Introduction
The Achievement of Academic Competence
Activities to Improve Academic Competence
Reading and its Contribution to Academic Competence
Principles for Helping ESL Students Develop Academic Competence
Stress and Academic Competence
Conclusion

From the Paper
"The importance of reading as a means of learning any type of subject matter cannot be undermined as it is the foundation of academic competence in any subject. Furthermore, English as a Second Language instruction is especially dependent upon reading as a precursor for academic achievement and independent learning. Clarke (203) has identified the importance of psycholinguistic principles in reading and ESL instruction. Furthermore, it should be noted that in general, reading is basically the same process in any language and that it is transferable from one language to another (Clarke 203). Shih (289) also affirms that ESL classrooms must concentrate on the development of reading strategies that include the construction of background knowledge, guided reading of a text, and post-reading exercises, including discussion and writing activities, all designed to promote reading skill enhancement. In the primary stages of reading development in ESL classes, the focus lies on reading development, and study skills are not separated from their ties to specific academic assignments. However, it is critical for students to acquire basic study skills that will promote successful mastery of the English language and academic competence in the classroom."

Tags:instruction, stress, stages, plan, classroom

Abstract
This paper addresses the 18th century and the rise of English towns, business and industry but also divided social classes. Urban improvement or progress greatly benefited the wealthy and segregated the poor who were much more numerous. Due to fears of public disorder, crime and criminal law came to address the lower classes and ideas of poor areas as synonymous with crime.

From the Paper
"In the early 21st century, one still sees environmental ideas of crime and criminality, in assumptions to do with inferior areas, poverty and deviance. One also notices ideas of `progress' or development that can resemble those of the 18th century's growth of English urban centers. Notions of those who break the law continue to refer to differences of social class, the lower classes associated with crime, just as the law has been a creation of those higher up the ladder, a familiar theme in much literature on crime and criminal law in Britain."

Tags:18thcbritain, riseoftowns, order/law

Abstract
This paper sets out to analyze two classroom events, applying the Sinclair and Coulthard's 'Initiation-Response-Follow-up' model (IRF) and some classroom interaction criteria in order to compare both interactions and their effect on students and how the instructors might be helped to improve their effectiveness. The paper goes on the explain that some discourse directly follows the IRF model although variations should be made to maximize the amount of students' input. The classroom exchanges are presented in table form and an explanatory figure is also included.

Outline:
Introduction
The Discourse Analysis Model
The Lesson Data and Classroom Interaction
Question Types
Teacher Explanations
Teacher Corrections
Inputs and interaction
Modified Interaction
Student Involvement and Comprehension Input
Turn-allocation Behavior
Student Talk
The Value of Small Group Talk
Evaluation of Pedagogical Implications

From the Paper
''My new professional role is to work within a government educational reform process and mentor and train teachers in a boys school in the United Arab Emirates. None of them have a teaching degree nor have they benefited from any kind of professional development in the course of their career at the school. They are all from Arab countries and my particular interest is working with the English instructors.
''The role of the EFL teacher is generally thought of in terms of preparing learners to use English outside the classroom. Nunan' (1987) argues that the style of language used in the classroom environment may seriously influence a student's ability to cope with real life communication needs.''

Tags:education, teaching, learning