Abstract This paper discusses the myths and misconceptions of English LanguageLearners. The paper focuses on the training of Ell teachers, difficulties in teaching Ell and a brief discussion on strategies of effective Ell teaching.
From the Paper "During the last decade, the number of English Language Learners (ELLs) has risen significantly in classrooms all over the US with the increasing diversity of American society. ELLs, as a group, has consistently fared far worse in standardized testing than their peers, especially in the case of language arts tests. Essentially, state tests indicate that ELL students typically score..."
Tags: Myths, Misconceptions, ELL Students, English languagelearners
Abstract In this paper, the writer presents a study that explores the individual factors and learning situations of two successful second languagelearners of English and examines the interaction of these variables to investigate how the interaction contributed to successful or less successful language learning. The paper's study shows how understanding characteristics of good languagelearners (GLLs) requires attention to the contextual surrounding of learning and individual differences of learners including affective factors, cultural variation and developmental stages. The paper explains that increasing our awareness of the need to take individual learner variations into consideration helps to provide better opportunities for learners to enhance their language learning.
From the Paper "The study of individual difference in second language (L2) learning attracted many researchers for a long time as the outcome of L2 acquisition is more diverse than that of a first language (L1) (Segalowitz, 1997, p. 85). In the 1970s, identifying the characteristics of successful or good language learners (GLLs) was increasingly augmented for exploring the ways of empowering less successful language learners to become more effective in their learning. Early investigations into GLLs focused on the effects of learners' individual characteristics such as age, motivation, affects, attitudes, and learning strategy use on the outcome. The general findings of these studies indicate that motivation and attitudes are strong predictors of successful 2L learning (Norton & Toohey, 2001, p. 309) and that GLLs use more learning strategies or more appropriate application of strategies to the learning task (Gan, Humphreys & Hamp-Lyons, 2004, p. 230)."
Tags: acculturation, motivation, interaction, proficiency, communication
Abstract This paper explains how ELL students (English languagelearners) have a higher potential to fail in school, particularly those from rural poor areas for many reasons. The paper examines what methods appear to work better for ELL to effectively acquire mastery of the English language. The paper researches this question and concludes that English language acquisition among rural students in the South Bronx is best facilitated through a community based learning methodology. Such a method is more likely to take into consideration the students' culture and familial background, which studies suggest are vital to English language acquisition in the classroom.
Contents:
Problem Statement
Research Question
Literature Review
Cooperative Learning
Hypothesis
From the Paper "According to recent studies published by the National Clearinghouse for Bilingual Education (2002) more and more students are entering the U.S. public school system with languages other than English as their primary language (Mohr 18). Rapid proficiency of the English language is often very difficult, though many schools tend to focus on this rather than focus on finding effective teaching strategies or the most appropriate instruction for ELL's (Mohr 18). It is vital that educators find ways to better instruct and support ELL's using "an invigorated approach" that maximizes language acquisitions and encourages strong commitment from teachers and students (Mohr 18)."
Abstract This paper explains that the problem of English languagelearners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper "The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
Abstract This research paper begins with an introduction to cooperative learning strategy. The author then chose three articles that show how research over the years examine the way cooperative learning in bilingual classrooms benefits limited English proficient students and what activities teachers can integrate in classrooms in order to meet the needs of diverse languagelearners. The summary of the articles is followed by a discussion, specific examples of the implications for classroom practice, and ways that one can apply theory to practice.
From the Paper "It is a challenge today for educators to meet the needs of culturally and linguistically diverse students. Yet, cooperative learning instructional strategy is found to be one of the most effective ways to promote successful academic achievement, language acquisition, and social development for English language learners. When classroom activities are meaningful, interesting, and relevant, learning is occurring at every level. In successfully organized groups, language minority students will gain proficiency in English, and their native language."
Abstract This paper presents a discussion of how "slang," a sociolinguistic phenomenon, can be correctly understood by English languagelearners. It looks at the linguistic features of slang and the need for effective communication for new immigrants to the United States.
From the Paper "This research examines linguistic features of slang and ways in which it affects the language experience of English language learners ELL. The research will set forth the context in which slang becomes relevant to andre aches meaning with ..."
Abstract The paper provides an overview of the No Child Left Behind (NCLB) legislation and its impact on education. The paper provides statistical data that highlights the notable challenges faced by English languagelearners (ELLs) in California's public schools when it comes to achieving basic standards. The paper is concerned that as the number of ELL students continues to increase, the gaps created under NCLB will continue to have a disproportionate impact on the schools in California.
Outline:
Introduction
Literature Review
Summary/Conclusion
From the Paper "The No Child Left Behind (NCLB) Act passed in 2001 was intended to create better accountability in the schools and produce better outcomes for public education. Although the federal government has vehemently defended the legislation, critics contend that NCLB does very little to improve outcomes for students. Additionally, scholars have maintained that for children with special needs--i.e. learning disabilities, ELL/ESL learners, etc.--NCLB has created signification gaps that remain difficult for public schools to close."
Abstract The paper reveals that the number of English languagelearner (ELL) students in American classrooms continues to increase faster than the system can accommodate them. The paper provides tentative research questions and reviews the relevant literature on ELL students and the No Child Left Behind Act (NCLB). The paper highlights the limitations of the NCLB in helping ELL students in the present school system. The paper then suggests establishing a voucher system for schools so parents could choose the best school to meet their children's learning needs or allocating additional resources to help busy teachers provide the individualized level of attention ELL students need.
Outline:
Tentative Research Questions
Rationale for the Study
Significance of the Study
Review of the Relevant Literature
Investigation
Discussion
From the Paper "The United States is no longer a "melting pot, but has rather emerged in the 21st century as a "salad bowl" where many minorities may not readily become as assimilated into mainstream American society as in years past. The implications of these trends for the public school system in the U.S. has been profound, particularly in view of the recent mandates established by the No Child Left Behind Act of 2001 (hereinafter "NCLB," or alternatively, "the Act"). According to Arce, Luna, Borjian and Conrad, "Proponents of the No Child Left Behind Act claim that its mission is to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice" (p. 56). Less than 13 percent of teachers in American classrooms currently possess even minimal ESL training, though, and just 8 to 10 percent of teachers have bilingual or ESL certification (Rice & Pappamihiel, 2004)."
Abstract Infants and very small children are extremely receptive of almost all forms of learning. For many years, it was the practice to begin foreign language training at the high school level. However, research suggests that children who begin bilingual education at the pre-school level are the most effective languagelearners. This paper explains that the myths of dual language acquisition have largely been found to be false: learning more than one language does not lead to confusion or disorders in the learner. The paper also discusses the benefits that occur when bilingual education is begun at a very early age.
Abstract This study provides a comparison of language learning anxiety between languagelearners being instructed by both native and non-native English as a second language teachers in Taiwan today. This paper uses a critical and comprehensive review of the peer-reviewed and scholarly literature to develop the background and resources needed to answer the study's guiding research questions. The paper provides a summary of the research, important conclusions and salient recommendations in the concluding chapter.
Contents:
Introduction
Chapter 1:
Definition and Overview of Anxiety
Language Anxiety and ESL Instructors
Chapter Summary
Chapter 2: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Chapter 3: Data Analysis
Chapter 4: Summary, Conclusions and Recommendations
From the Paper "According to these authors, "Motivation, it now appears, is but one of many individual variables that influence the success of language learning. Anxious students can filter their language learning experience through such thick shielding that often immense amounts of comprehensible input result in limited intake. Risk-takers in terms of language learning progress more quickly and experience greater enjoyment than do their non-risk-taking peers" (emphasis added) (Leaver & Shekhtman, 2002, p. 15). In the classroom setting, a number of interpersonal and small-group issues can enhance or impair the efforts of any individual student in the "visible classroom" (the overt relationships) who reacts poorly to the "invisible classroom" (ubiquitous but covert group dynamics), to use the concept and terminology advanced for this purpose (e.g., the significance of small-group dynamics and rapport may be greater than many teachers realize) (Leaver & Shekhtman, 2002).
The vast majority of research on these variables has been conducted on groups of students with mixed backgrounds and at lower levels of proficiency. Based on their lengthy experience and empirical observations, our seventeen-year experience in extensive and intensive work with Superior-level students, learners at this level, especially those studying in courses and groups, tend to have a different set of anxieties, most of which are more closely tied to linguistic aspects of job performance than to the intellectual risk-taking required of language learning in general (Leaver & Shekhtman, 2002)."
Abstract This paper discusses the situation in the United States for English-languagelearner (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)"
This paper is a complete research project to test the effectiveness of community/ collaborative-based learning approaches on urban English languagelearners (ELL).
Abstract This paper supports the hypothesis, based on preliminary literature research, that English language acquisition among urban students would be better facilitated through a community/collaborative based learning methodology, which is more likely to incorporate participative instruction, encourage collaboration in the classroom and include the use of technology, as opposed to traditional, linear methods. The paper points out that the subjects for this study were students from a South Bronx community school district, which is charachterized by lower incomes and is predominately Hispanic but also includes individuals with diverse ethnic heritages such as American Indian, Asian, African American and Caucasian. The paper relates that the design of this research study was (1) a random assignment of subjects, (2) within a two group pretest-posttest design and (3) with an untreated control group.
Table of Contents:
Statement of the Problem
Literature Review
Hypothesis
Method
Subjects
Instruments
Design
Assignment Summary
Procedure
Results
Discussion
Appendix 1: Directions for Administering the SOLOM
Appendix 2: Post Study Survey and Directions for Administering
Appendix 3: Table of Results
From the Paper "There was also a limitation in regard to the instructor's observations of the students in an effort to complete the SOLOM matrix. The halo effect, or the individual biases of the instructor, may have biased their reporting of the language skills of students in either the pretest or the posttest. Additionally, the halo effect can bias observers from one category to the next. In other words, if an instructor rated a student particularly highly in reading comprehension, that instructor may also rate the student highly in other areas, even if the student is undeserving."
Abstract In this paper, the writer discusses a study that examines the morpheme acquisition order and the stages of five second languagelearners (L2) of English. The writer looks at the results that show how the there are a number of differences between first languagelearners (L1) and L2 learners including affective and cognitive factors. The writer explores the nativist views that language acquisition is innately determined, as well as the environmental and psychological factors that elucidate the processes of linguistic development in L2 acquisition. The writer concludes that knowledge of an acquisition order in L2 provides a number of theoretical and pedagogical implications that help L2 practitioners develop effective teaching methods and approaches.
From the Paper "Behaviourist views of language acquisition, that language learning is the formation of habits resulted from interaction between stimulus and response, have began to lose their popularity in the 1960s as nativists contested that language acquisition is a biological process and innately determined. Nativists argue that children are born with an innate capacity that predisposes us to a systematic perception of language that in turn facilitates innate mechanisms such as the language acquisition device (LAD) (1965, cited in Brown, 2007, p. 28). The findings of later research that investigated the morphemes acquisition order provided empirical evidence for the systematicity of the language acquisition process in which an infant develops linguistic features of a language in similar sequences. A morpheme (a smallest meaningful linguistic unit) may be lexical or grammatical depending on the meaning, for example, the word dogs consist of the lexical morpheme dog- and the grammatical morpheme -s, and morpheme studies are primary concerned with grammatical morphemes."
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 languagelearner 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."
Abstract This study identifies different factors involved in three languagelearners that appeared to have positive or negative implication for their language acquisition, and discusses how these factors contribute toward successful or unsuccessful language learning. The writer argues that it is impossible to draw a single conclusion about the universal characteristics of successful language learning since a number of these factors such as individual differences are difficult to measure. Besides, the direction of causal relationship between these factors and the language learning remains unclear. The writer concludes that studying a variety of factors that may influence acquisition of target learning is an ongoing process for both learners and teachers to increase the chance of successful learning.
This paper includes an appendix of interview questions.
Outline:
Introduction
Age
First Language Risk Taking
Personality
Learning Context and Process
Motivation
Acculturalization
Conclusion
From the Paper "In this study, there were no signs of introverted characteristics for the participants, though their overall proficiency in the target language varied. This demonstrates the complexity of language learning processes and again the importance of other affective situational variables such as language teaching methods. However, it appeared that all three participants enjoy having conversations and discussions with others in their first language, though this was not the case when they needed to speak in their target language. Striving for higher self-esteem by the accumulation of positive experiences could be helpful to develop current situations for the participants. Nevertheless, this should not be achieved immediately since such experiences involve not only learners themselves but also others including teachers and speakers of the target language throughout the process of learning."
