Abstract
This paper discusses the importance of language education in schools, further examining the national and state standards as these pertain to English education in the United States. First, the paper points out the importance of language and its role it plays in every aspect of life. Next, the paper considers how other countries implement language standards and measures, such as a national test. Various scholars, their research and opinions on this subject are cited. Additionally, the paper notes that standards are considered truly democratic since all must aspire to the same level, despite ethic, racial and economic differences. The paper concludes by stating that English education and standards are intended to promote academic skills such as analysis and critical thinking to all.

From the Paper
"Regardless of the criticism, national standards for the curriculum have been adopted by the United States Government. According to the Education World Web site, the National Standards for Language Arts was created by the National Council of Teachers of English. The Language arts include reading, writing, speaking and listening skills. For the English language, the National Standards include building skills involving communication, critical thinking, and evaluation. The educational system is to provide students with a wider perspective not only of themselves, but also of the world in which they function.
"Philosophically and socially this means an intercultural build-up of an educational basis that will help students not only cope with further educational demands, but also with life in general. Such standards are in keeping with the democratic principles of the country. In pragmatic terms, students are indeed given a much more equal basis of education than the case was in the past. On sociological terms, learning to handle language in both academic and non-academic contexts help learners to identify themselves and their place among others that are both similar and widely different from themselves."

Tags:language arts, academic skills, critical thinking, socio-economic background

Abstract
This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreign language skills. The paper compares the minimal emphasis that the American educational system places on learning a foreign language to the much stronger emphasis placed on learning a foreign language in virtually all other countries and then explains why the American educational system would be wise to implement better foreign language programs and promote the acquisition of a foreign language.

From the Paper
"The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that's probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an "impoverished vocabulary", which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the endangered languages trend, and much to promote it. In fact, there has been a criminal drop-off in foreign language study in American high schools."

Tags:japanese, italian, american, sign, language, russian, spanish, cultures, international, studies

Abstract
The paper outlines research that will demonstrate the need to analyze existing data and formulate new research on foreign language retention, why it occurs on a post-secondary level and what obstacles contribute to increased or reduced retention in foreign language programs. The paper first reviews the literature and discusses the methodology to be used. The paper then shows that if the system becomes more open to communication style teaching through collaboration and other learning/teaching styles, and technology in learning is adaptive and appropriate, the post-secondary foreign language academy will likely improve retention and retain diversity. The paper highlights the need for mor research in this area of foreign language study in post-secondary systems.

Outline:
Introduction
Statement of Problem
Review of Literature
Methodology
Conclusion

From the Paper
"As the culture in which we live becomes increasingly diverse and highly focused on globalization, concepts of foreign language teaching and learning at all levels of education become much more important. (Gerwin & Osborn, 2002, p. 80) (Whitt, Edison, Pascarella, Terenzini & Nora, 2001, p. 172) Yet, statistics of enrolment and success in post-secondary foreign language education do not seem to play out this growing necessity. "In recent years, the language-instruction profession has seen alarming declines in enrollment in languages other than Spanish .... " (Moser, 2001, p. 3) Creating systems that promote retention of individuals in foreign language learning programs at the post-secondary level is therefore crucial to the development of educators and individuals who are fully prepared for a multi-lingual community and work environment."

Tags:collaboration, curriculum, diversity, technology

Abstract
The paper explains that culture is a learned system of beliefs that are personalized and that affect every aspect of a student's life. The paper further explains that culture is expressed through language, which is often particular to the societal group and requires a complete understanding of cultural values to comprehend. The paper shows how these two factors work hand-in-hand to shape the individual's learning and so concludes that both factors must be supported in the classroom.

From the Paper
"Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the manner in which the student continues a relationship with learning."

Tags:socialization, communication, beliefs, values, experience, history, ideology

Abstract
This paper explores the impact of culture for children in the school system. It further addresses how culture influences how the child thinks, learns and becomes socialized in the educational community. The paper also notes that because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom.

From the Paper
"Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the..."

Tags:culture, language, education

Abstract
This research proposal paper discusses the reasons why English language acquisition and acculturation may not be high priorities for foreign language speakers in the United States. The paper specifically aims to identify opportunities for improvement in foreign language educational services among foreign-born children enrolled in elementary (not including kindergarten) and secondary schools in the United States.

Table of Contents:
Statement of the Problem
Research Questions
Information on the Data
Data Analysis Statistical Design
Appendix

From the Paper
"According to U.S. Census data from 2000, the total number of foreign-born children enrolled in elementary (not including kindergarten) and secondary schools in the United States was around two-and-a-half million (Ernst-Slavit, Moore & Maloney, 2002). When students that were born in the United States to foreign-born parents are included in this total, the figure actually increases to more than 12 million students. According to Ernst-Slavit and his colleagues (2002), "Although not all students from these figures would be ESL students, a significant portion of them are likely to be. These figures also suggest the imminent reality that all teachers, at some point during their careers, will have in their classrooms at least one student for whom English is a second language" (p. 116). Indeed, in many parts of the country such as Texas and New Mexico, a majority of the students may be ESL students (Waters, 2007). According to this author, "Few trends have changed the demographics of U.S. elementary and secondary schools as dramatically as the record-high immigration of the past dozen years. Students who are learning English for the first time, better known as English language learners, make up a greater proportion of the K-12 population than ever before" Waters, 2007, p. 34)."

Tags:English, ESL, academics, classroom

Abstract
This paper reviews and critiques six articles on language development in school and presents a synthesis of their findings.

From the Paper
"Language Development in Grades K - Six research studies, discussing issues related to the language development of young children from the pre-kindergarten through third grade age cohort, were identified in the literature as suitable for inclusion in this analysis. Each article will be briefly reviewed and critiqued. A synthesis of concepts identified in the article will conclude the report, which identifies early intervention as key in resolving any early childhood language development deficiencies or problems that a child may present. Qi and Kaiser noted that children..."

Tags:education, language development, kindergarten, elementary school

Abstract
The paper examines how language educators and researchers continue to debate how language is developed in humans. The paper further examines the differences between humans and other higher primates regarding language. The paper explores how, in order to gain more insight on how language evolved in early humans, researchers closely study language acquisition in primates.

From the Paper
"What Stokoe finds most interesting is the turning of the head, just as signers of American Sign Language turn their head and gaze to mark a change from one part of a complex structure to another. Concludes Stokoe: Children are fortunate that elementary sign language preceded spoken language. As people get older, they forget how they used their bodies, eyes and heads. However, once speech is acquired at another stage and a person is fully articulate, it is still possible to go to "Nevada or Oklahoma and enter into conversation with a chimpanzee." "

Tags:evolution, brain, chimpanzee, Washoe, sign, gesture

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 explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.

Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference

From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "

Tags:American, Sign, Language, oralism, deaf, hearing, impaired, education