Abstract
This paper presents a case study of a girl who emmigrated from Cambodia to Canada. It describes the issues that are related to her integration into a new school in Canada. The paper begins by presenting the case study. It discusses the background of Cambodia and why the girl's family chose to leave. The paper then looks at the traditions and the behavior of the girl and describes the language issues that she has on arrival in Canada. Finally, the paper discusses goals for language development and adjustment into the school.

Table of Contents:
Introduction - Chantrea's Background
Behaviors, Attitudes & Traditions
Language
Goals for Language Development
Activities / Strategies Regarding the "Four Strands of Language Arts"
Adjustment in the Classroom

From the Paper
"It is important that Chantrea should maintain a sense of pride in her culture whilst she assimilates to Canadian life. Many Cambodian immigrants escape the oppressive governmental regime to flock to North America, though this does not mean the Cambodian culture and traditional values should be forgotten. Chantrea may be able to join up with an after-school group, such as the equivalent of the Khmer Emerging Education Program (KEEP) in the United States (World, 2003). Such groups boast teachers which aim to "breathe life into literary figures and historical accounts, using movies, photographs, personal stories, and textbooks" from Cambodian sources. Learning about the Cambodian cultural background on a continuing basis will help the child also form a strong bond with her family and their origins."

Tags:culture, beliefs, Cambodia, KEEP, immigrant, Khmer

Abstract
The writer explains why language is one of the most important elements of the Puerto Rican culture in New York. The writer includes his personal experience of growing up in a household that used Spanish and English. The writer contends that speaking Spanish is not a refusal to assimilate into American culture, but it is an integral part of Puerto Rican identity.

From the Paper
"I believe this is the case, and I grew up in a household that uses Spanish and English, and it seems natural to me. I believe that most people of Puerto Rican descent hang on to their language because it reminds them of home, and of what they left behind, and that they need to hang on to their culture, because it is an important area of their lives and history. I think that people like my generation, who are second-born in America, can forget their culture and their history, and become more "American" in their ideas and culture, and that if they do not learn to speak Spanish; they are truly missing an important element in their lives. The authors state, "Many Puerto Ricans feel that this Americanization is a threat to the conservation of Puerto Rican communities and identities" (Garcia and Nieves-Ferreri). I think my parents feel that way, and they want to hang on to the culture more than I do, because they are more aware of it, and what their parents gave up when they moved to this country."

Tags:identity, English, immigrants, assimilation

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
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 describes the many difficulties associated with teaching English as a second language and argues that the most successful approach to teaching English to non-English speaking students, given these difficulties, is a one-on-one approach between the instructor and the student and computer supplementation.

Outline
Introduction: The nature of the ESL Problem
Methodology
One-on-One Language Instruction
Motivation
Use of Computers and the Internet to Teach English as a Foreign
Language
Case Study
Conclusion

From the Paper
"Globalization is bound to increase the already large numbers of students for whom English is a second language, whether those students are migrating within the European Union to Great Britain or Ireland, or to the United States. In the United States, arguably, much of the growth in number of students learning English as a second language is due to NAFTA and other migration within the two American continents. In the European Union, much immigration is likely to be from the eastern nations, as well as from the historic sources of migration into Great Britain, Asia and India."

Tags:minority, united, states, great, britain, teachers, basic, literacy, skills, paralellism

Abstract
Standard English is described as "by far the most important dialect in the English-speaking world from a social, intellectual and cultural point of view" (Trudgill 1999;123). This suggests that the debate about Standard English is a multi-stranded one. This paper demonstrates how it can be divided into: a linguistic debate, which shows the rise of standard English as a direct result of certain historical event; a socio-cultural debate, which demonstrates the way that society often shapes its attitudes on stereotypes and assumptions about attributes of a speaker and their linguistic variety and a political debate, which shows the area of language attitudes as one with which presuppositions about social class have a significant relationship.

From the Paper
""Standard English refers to the 'structure of the language, i.e. its grammar and vocabulary', but it may be 'spoken in any accent' (Perera, 1994 cited by Brindley, 1996). Since the 1950's there has been a decline in the teaching of grammar in schools. Some educationalists have interpreted criticism on prescriptive grammar as criticism of grammar teaching in general. It has been found that English students are now entering universities with little knowledge of basic grammatical terminology (Milroy and Milroy, 1991). Honey (1983) says that English language teaching is in decline and blames the discipline of linguistics for this."

Tags:curriculum, national, prescriptivism

Abstract
The paper discusses various subsets of the Australian lexicon, one in which either the British or the American word might be used, and another that includes American words that have been in the Australian lexicon for so long that they are no longer considered American. The paper looks at the Australian pronunciation of words, its orthography and its rejection of American syntax. The paper predicts that as communication between English-speaking countries increases, there will be an increased blurring of English lexicons, phonology, orthography and syntax.

From the Paper
"There is little doubt that modern Australian English is substantially influenced by American culture and language. According to McLeod, as early as the mid-1850's, guardians of Standard English worried that the current culture tended "to foster an Australian dialect which bids fair to surpass the American in disagreeableness" (McLeod 1963:128). Such British disdain for its colonies led to Australian disillusion with England and affinity with America during World War I (Morgan 1999:81). While linguists may disagree as to the extent to which Australian English has been imported from America, many concur that Australians identify more closely with America than they do with Great Britain."

Tags:pronunciation, syntax, lexicon, words, dialects

Abstract
The writer argues that the "English Only" policy in the United States is not producing the expected goal of helping to integrate non-English speakers into the mainstream school system. In contrast, the Latino population is having difficulty learning in English-speaking schools when not given extra attention with the language. The paper concludes that the results should be carefully tested of these two types of integration policies to see which more greatly benefits the students.

From the Paper
"In addition, test scores this year may mean less than either side believes on this issue because bilingual and "English Only" programs currently exist side by side. Proposition 227 ordered that children be "taught English as rapidly and effectively as possible" but also allowed exemptions for charter schools and waivers for patents who want to return their children to bilingual classes after an initial month of English immersion. Many Hispanic parents exercised those waivers. Next year, though, the district will begin gathering data on how well students do in all three kinds of classes--the bilingual hybrid program, the full English immersion for Spanish speakers, and the mainstream English-only classes for native-born English speakers--in an effort to develop classes based on actual evidence. The district plans to spend up to $250 million to build a "model curriculum" for all three programs (Gorman, 1999, 258)."

Tags:ESL, school, students, Latino, language

Abstract
The United States is currently going through a period of turmoil regarding whether English should be the only language spoken in the country. The rationale given for insisting that everyone speak English is that 'if people chose to come here, they should learn our language'. This paper examines the effects of this policy on smaller ethnic groups such as the Native American Navajo's who view speaking their native tongue as a kind of spiritual freedom. The paper also looks at the way Yiddish has almost disappeared from the Jewish culture due to this type of integration policy. Other cultures discussed include the Chinese and the Cajuns.

From the Paper
"One other subculture demonstrates the relationship between culture and language. The Chinese have been coming to the United States since the early 1800's, when they came here to work as agricultural workers or in railway construction. The Chinese come from an ancient and highly accomplished civilization, and their culture contained elements that helped them be successful in their new country. Industry and resourcefulness are highly prized traits in Chinese culture, behavioral traits that tended to aid success in their new land. In addition, they valued the extended family, and so were quick to support and help one another (Author not given). However, the dominant culture inadvertently encouraged the Chinese to maintain their language, and the maintenance of language and requirement that they live together encouraged the maintenance of their culture as well. The motivation for this was racial, but allowed the Chinese-American culture to hold on to cultural traditions and language for several generations while other immigration groups were tending to assimilate."

Tags:Proposition, 203, Acadian, Latinos

Abstract
This paper explains that the "melting pot" version of the early American culture overlooks the real economic and social hardships and the immense pressures of ethnic groups to "conform" to the dominant American culture. The author points out that one of the earliest and cruelest stories of assimilation in the United States centers on the African people and their descendants who were brought to the country as slaves. The Scottish-Irish immigrant group, who spoke English and did not come as slaves, faced the challenge of religious discrimination, and the Chinese found it extremely difficult to assimilate into the mainstream culture due to their language and ethnic differences. The paper relates that the most striking example of assimilation in the early 1800s was the push to integrate Native Americans into Anglo culture; Native American children, in many cases, were taken forcibly from their homes and moved to special "schools", in which they were taught the "correct" way to speak, dress, eat, and behave, according to the dominant American culture.

From the Paper
"To a great extent, the story of nineteenth century America is a story of the "others." This is because, whereas the influx of immigrants from Europe, Asia and Africa was immense in scope, the collective imagination of those Americans who viewed themselves as "real Americans" sought to bring those "others" into line with established mainstream American culture without option. Indeed, this assumption that all immigrants as well as Native Americans and African Americans must assimilate into the dominant culture was simply a given."

Tags:mainstream, melting, hardship, conform, discrimination