Abstract
This paper discusses the myths and misconceptions of English Language Learners. 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 language learners

Abstract
The paper describes the six steps involved in learning, that include demonstration, intent, self-concepting, learning by doing, feedback and integration. The paper demonstrates how these steps relate to second language learners.

From the Paper
"Briefly describe each of the 6 steps involved in learning (demonstration, intent, self-concepting, learning by doing, feedback, and integration). How do these steps relate to second language learners?
"Demonstration: Students traditionally are provided a wealth of information that they must process in an attempt to understand the significance of their learning. However, when the information is supported by demonstration of the material learned, there is the inclusion of aesthetics in the lesson and students have a deeper ability to comprehend..."

Tags:second, language, learners

Abstract
In this paper, the writer presents a study that explores the individual factors and learning situations of two successful second language learners 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 language learners (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.

Outline:
Introduction
Method
Results
Discussion
Conclusion

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 that the problem of English language learners (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."

Tags:comprehend, journal, communicate, prewriting, reformulation

Abstract
This paper explains how ELL students (English language learners) 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)."

Tags:rural, culture, teaching

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 examines the article, "Second Language Learners and Wellsprings of Learning" written by Evie Tindall and Deanna Nisbet. The paper discusses the content of the articles and looks at it from a worldwide perspective. The importance of cultural understanding and a deeper pedagogical awareness and understanding are also discussed. The paper concludes that the article is worthwhile for teachers to read.

Table of Contents:
Worldwide Perspective
Cultural Understanding
Pedagogical Insights
Conclusion

From the Paper
"Needles to say, theory and best practices do guide teacher instruction but seeing these concepts unfold in actual classrooms brings a deeper pedagogical awareness and understanding. The insights gained shape their instructional practice and motivate them to persevere with atypical learners. Teachers who have been keen observant of their multicultural students have commented that each student has his or her own unique way of learning English. It is, hence, very important to watch the pace of student progress so as to gain pedagogical insights otherwise work may become boredom until the teachers realize that they can change children's lives in a drastic manner. Consequently, it is the teachers' responsibility to pave the way for growth and success in an English-speaking learning environment."

Tags:culture, interaction, instruction, classroom, teacher, student

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 language learners (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."

Tags:standardized, tests, bilingual, education, performance, standards

Abstract
The paper reveals that the number of English language learner (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)."

Tags:vouchers, resources, teachers, public, schools, diversity, multiculturalism

Abstract
The paper discusses how from the time of birth, the individual begins to learn about who he or she is in the world through contact with parents and the interpretations of parental roles that are transmitted to the child. The paper explains that females may learn that they are the primary caretakers, while males may grow to understand that they are dominant figures in the household, and through these interactions, children develop gender role ideas that will lead them to their later communication with others in their own culture. The paper then discusses how as the child ages, he will begin to understand language, social roles and views of the greater society through cultural norms that are shared by those in the child's immediate community. The paper notes that these ideas are generally carried throughout life and are consistently affected by the experiences that the person has over time. The paper adds that once the individual enters a completely new cultural environment, learning to adapt to that environment can be difficult and pose significant problems, especially if the identity that the person has developed during the lifetime is cast aside as insignificant.

From the Paper
"From the time of birth, the individual begins to learn about who he or she is in the world through contact with parents and the interpretations of parental roles that are transmitted to the child. Females may learn that they are the primary caretakers, while males may grow to understand that they are dominant figures in the household. Through these interactions children develop gender role ideas that will lead them to their later communication with others in their own culture. As the child ages, however, the child will begin to understand language, social roles and views of the greater society through cultural norms that are shared by..."

Tags:second, language, learners