| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ARTS TEACH ESL": |
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Using The Arts To Teach ESL, 2007.
An analysis of the effectiveness of the use of an art-based style of language learning.
2,495 words (approx. 10.0 pages), 10 sources, MLA, $ 75.95
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Abstract
This paper examines the evidence supporting the use of arts to teach English language learners (ELL). It discusses the use of arts as a creative and effective way to reach all students in the mainstream classes, but especially English language Learners. The paper begins by explaining the art-based style of language learning. It then develops a proposal for the study of this learning style.
Table of Contents:
Goal and Purpose
Review of Literature
Impetus
Procedure
Data Analysis
From the Paper
"As a response to Gardener's theories of multiple intelligence many educators now believe through observation and research that the arts are an avenue that can precipitate learning in a diverse enough way to reach all types of learning styles and students coming from diverse backgrounds, with diverse intelligences. With the growing diversity in the California schools and the stress to create inclusive or mainstreamed classrooms the need to address this issue will become increasingly important, and answering that question with a multifaceted arts driven curriculum may enhance the skills of all learners."
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Teaching ESL Students, 2007.
This paper explores teaching methods for students of various English as a second language (ESL) levels.
1,236 words (approx. 4.9 pages), 4 sources, MLA, $ 42.95
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Abstract
The paper relates that schools are not only seeing an increase in ESL students, they are also seeing how the transient lifestyle of migrant students impact their motivation and drive to succeed in school. The paper explains that the need for ideas and tools that will motivate students to try is necessary not only so they will continue learning, but also for the purpose of meeting state mandates. The paper provides a plan that addresses those needs. The lesson plan works at all grade levels and all levels of English to create an atmosphere of partnership and team work that will be valuable as the students progress in grade levels and ultimately out into the adult world.
Outline:
Introduction
Facts
How It Works
Conclusion
From the Paper
"For students to move from one grade level to the next they must master certain state mandated curriculum standards whether or not they speak fluent English. For the schools to begin handing out lessons and books in second languages would not only defeat the purpose of immersion programs in English but would also fail to prepare the students for state testing practices which are provided in English. In addition it would fail to prepare them for the next school which may have entirely different lesson plans. The most effective way to motivate ESL students and help them meet state mandates will be to build lesson plans around the goal of teaching them better reading skills(Anderson-Inman, 2001). Reading skills impact every subject being taught in today's elementary school environment. Whether it is science, history, math or art the ability to read fluently and understand what they have read will help to motivate students who do not have English as their first language by utilizing a partner system called paired reading."
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Teaching ESL to Adults, 2004.
A look at the challenge of teaching English as a second language to adults in a multilevel class.
1,839 words (approx. 7.4 pages), 4 sources, MLA, $ 58.95
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Abstract
This paper looks at how there are many strategies that can be used within the ESL classroom that will assist both ESL adults and children in their goals of effectively maneuvering through their new English-speaking world. It examines how adult ESL learners are especially helped by conversation and communication styles, as the subtleties of the impact that culture has upon language may be one of the hardest lessons they have to learn.
From the Paper
"There are many strategies and or styles for the integration of communication into the ESL classroom, several of which are outlined by Peyton and Crandall in Philosophies and Approaches in Adult ESL Literacy Instruction. Within this work Peyton and Crandall briefly review each of the five major ESL approaches: Freirean or participatory education, whole language, language experience approach, learner writing and publishing, and competency-based education. Within all five of these proven successful approaches the reader can see the import and impact of interpersonal communication on the learner."
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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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Teaching ESL with Peer Groups, 1991.
This paper support sthe hypothesis that peer groups are important in improving spoken and written English of non-native speakers through the interaction and feedback.
1,350 words (approx. 5.4 pages), 6 sources, $ 47.95
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From the Paper
"Research on English as a Second Language (ESL) has indicated that the use of peer groups can be effective in assisting nonnative speakers in the development of English writing skills. ... conducted a study in which adult students responded positively to the use of peer response groups in ESL writing classes. ... likewise found positive results for the use of peer evaluations in adult ESL writing classes. Other studies have shown the benefits of using peer groups for teaching ESL to younger students. ... for example, has claimed that language is primarily learned through interaction and that ESL children need to interact with English-speaking classmates "in order to develop a native-like control of that language" This paper will seek to support the hypothesis that peer groups are"
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Teaching English as a Second Language (ESL), 2004.
This paper discusses the process and research on learning a second language (ESL).
1,555 words (approx. 6.2 pages), 6 sources, APA, $ 51.95
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Abstract
This paper explains that there are many different ways to teach a student a second language, and every teacher must find a principle or practice that works with his or her teaching methods. The author points out that students learn the art of conversation from their peers, not just through vocabulary and grammar lessons. The paper relates the stages of acquiring a second language are pre-production (no speech), early production (limited vocabulary), speech emergence (increase in comprehension, listening and speech), and nearly fluent (express their ideas in both oral and written communication).
From the Paper
"The Acquisition-Learning hypothesis is the most fundamental of Krashen's theory. There are two independent systems of second language performance--the acquired system and the learned system. The acquired system is the result of a subconscious process much like how a person learns their first language. The person must have significant dealings in the language in which they wish to learn."
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Community Colleges and Teaching English as a Second Language, 2002.
An overview of of teaching ESL to adult learners of diverse cultural backgrounds in community colleges.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
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Abstract
This paper is a discussion of teaching English as a second language at the community college level. Specifically, the process and style of adult learning is discussed and then related back to the specific challenges of teaching ESL to adult learners of diverse cultural backgrounds.
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Testing in the ESL Classroom, 2008.
This paper analyzes the impact of testing on teaching and learning in the ESL classroom.
1,068 words (approx. 4.3 pages), 8 sources, APA, $ 37.95
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Abstract
This paper discusses the negative and positive impact of testing upon teaching and upon learning in the ESL classroom. Specifically, the paper explores how heavy-handed evaluation methods that emphasize student failure can assure even larger failure while a strong testing methodology can, on the other hand, build trust between student and teacher. Not to be overlooked, the paper also examines the manner in which testing can either lead teachers to test the wrong things or, conversely, can lead them to a higher level of professional development. The paper concludes taht, in the end, testing in and of itself is not the problem - the problem is teachers who use it clumsily.
From the Paper
"There can scarcely be any doubt that one of the most significant roles any teacher will perform is the difficult role of evaluator. Finding the tools and methodologies needed to appropriately assess where a classroom of students is headed is one thing, but another consideration is finding out a testing style and approach that will not cow students or dampen their enthusiasm for the course material. In an interesting study, Kaplan Bass (1993) found that it is the anticipation of having their work evaluated by a teacher that sparks anxiety among developmental or ESL students - and anxiety is one of the chief reasons why some students fall short of reaching their full potential as writers."
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The ESL/EFL Classroom, 2007.
A discussion regarding the teaching methods in ESL (English as a Second Language) and EFL (English as a First Language) classrooms.
5,028 words (approx. 20.1 pages), 22 sources, MLA, $ 126.95
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Abstract
This paper reviews and discusses the importance of teaching methods used in theclassroom. The paper focuses on teaching English as a foreign language (EFL)and English as a second language (ESL) students. The paper reviews various listening skills that can be taught to language students to assist them in learning. The paper further discusses the issue of fluency between the teacher and student. The paper also takes a look at the problems relating to academic oral learning in the ESL classroom.
From the Paper
" Other methods of improving student(s) listening skills include tests/quizzes that teachers can use in the classroom. These tests/quizzes can be found in a wide variety of places, especially with the advent of the internet. Many experts (presumably) have created websites that allow for lesson planning by teachers of ESL students that include both written and online quizzes which test for comprehension and improvement by the ESL students. Examples of the types of quizzes available include listening to a customer making a request and taking note of what is wanted, or listening to two people talking about a new job opportunity and get the details about the job offered and even listening to a woman asking a man questions for a survey while taking notes of his answers. These quizzes take into account the daily activities of the individuals 'normally' looking to acquire a second language. Other quizzes test on the listener's ability to recite about a man's trip to a foreign country that he has just returned from, choosing the correct conclusion based on what is heard and a listening guide that gives examples of symbol sounds by using representative words.
There are other methods of teaching ESL students in the classroom with one of the more interesting ways being a use of music to enhance the students learning process."
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Teaching Decoding Skills for Reading Proficiency, 2005.
A review of ESL (English Second Language) learners and the best method of teaching them to speak the language correctly.
1,125 words (approx. 4.5 pages), 5 sources, $ 44.95
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Abstract
This paper discusses the teaching of phonics to ESL learners. According to this paper, it's imperative that classes in pronunciation are complemented with lessons in phonics. The method used to teach a small child how to speak, is the same method that should be implemented with ESL learners.
From the Paper
"Why a phonics lesson should follow a pronunciation lesson when teaching ESL English The pronunciation lesson teaches the learner how to say the word. This basic ability is a prerequisite for learning the associated phonics. The ability to speak must come first, followed by the ability to recognize or write the associated phoneme/s down. In the same way, we do not teach children to write prior to their learning to speak. Why the teaching of phonics is especially important when working with ESL learners Written English has a high level of complexity, with many different ways to render the same phoneme, many rules pertaining to the rendering of phonemes, and many exceptions to the rules."
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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, $ 41.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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The Experience of Being an ESL Student, 2005.
This paper discuses the experiences of an English Second Language (ESL/EFL) Japanese student as a base for examining language learning strategies, specially the relationships between language, culture and society.
3,240 words (approx. 13.0 pages), 17 sources, APA, $ 93.95
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Abstract
This paper explains that, because students come with specific purposes for learning, one of the best ways to keep them motivated is to help them feel progress towards their goals, which are identified by interviewing informally the student. The author points out the importance of engaging ESL learners in communicative (game type) or integrative (short/small activities form larger activities) activities using materials, which are authentic, thereby, aiding the learners in unpredictable spoken language outside the class. The paper relates that students of English conversation must understand the fundamental difference between learning about the language and learning to use it for verbal communication.
Table of Contents
Introduction
Background Information of Interviewee
Report and Commentary on the Information Collected in the Conversation
What are Main Reasons for Learning English for ESL/EFL Learners in Japan?
What Stereotypes Take Place for a Foreign Teacher While Teaching ESL in Japan?
What are Key Features and Problems of ESL Learning in Japan and How can They Be Resolved by ESL Teachers to Achieve Best Results?
What Type of Class is more Desirable for ESL Students?
Does "Cultural Background" Play Any Role in Learning ESL in Japan?
Conclusion
From the Paper
"The learner that I have interviewed generally has a strong first language model back at home in Japan. The interviewee had been in institution and educated at home from young till diploma level. Later, when he came to Australia with pursuing a degree in mind, he had a choice to either take an exam, TOFEL or take up a course with the duration of 3 months to learn English. This is because, his previous education did not meet the requirement of the university that he intended to enroll in. The requirement was that his previous education has to be taught in English for duration of more than 12 months."
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Laughter and ESL, 2004.
A look at the use of humor in teaching English as a second language.
6,582 words (approx. 26.3 pages), 5 sources, MLA, $ 151.95
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Abstract
This paper examines how laughter can be an important tool for teaching and how one of the areas in which it can be especially helpful in teaching students is that of ESL, or English as a second language. It looks at how understanding humor requires an analysis of language on the level of syntax, grammar, and semantics, and unlike other exercises that require an equal amount of linguistic "work", in the case of humor there is a reward, "getting" the joke. It also discusses how the complexity of humor that combines cultural, ethnic, national. and religious backgrounds can help the second-language learner to recognize that humor contains many hidden cultural meanings and, therefore, functions as a social unifier within groups.
From the Paper
"Puns can server as useful "pedagogical tools for several functions. . . . enlarging vocabulary and in explaining the anomalies of English spelling, syntax and phonology" (Monnot, 1974, p. 71). Teaching bilingual students requires a great deal of flexibility on the part of the teacher. This is especially true if there are several different cultures and languages represented in any given classroom of the second language learners. Monnot (1974) recognizes that ESL classes usually require special emphasis on cultural background as well as the language being spoken."
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TESOL Teaching Material, 2005.
An analysis of two sets of teaching materials for a Teaching English to Speakers of Other Languages (TESOL) course.
6,306 words (approx. 25.2 pages), 8 sources, MLA, $ 147.95
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Abstract
This paper sets out to analyse two sets of exercises in teaching various aspects of English language, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.
From the Paper
"Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."
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William Rawlins's "Teaching as a Mode of Friendship", 2004.
Discussion of William Rawlins's essay on teaching, entitled "Teaching as a Mode of Friendship".
1,267 words (approx. 5.1 pages), 1 source, MLA, $ 42.95
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Abstract
This paper reviews and analyzes William Rawlins's essay on teaching. The paper highlights Rawlins's theme and argues that, while his essay definitely reflects an interpretive approach to theorizing, there are also obvious flaws in his approach, which make "Teaching as a Mode of Friendship" subject to criticism from critical theorists. The paper then attempts to analyze Rawlins's essay from a post-positivist point of view and tells why this point of view does and does not work.
From the Paper
"There are almost no ways in which William Rawlins' "Teaching as a Mode of Friendship," does not reflect an interpretive approach to theorizing. From the outset, when Rawlins writes that "Few things make me feel better than teaching well, and few things make me feel worse than teaching poorly," to the last page, when he writes, "Cultivating and sustaining the mutual trust necessary for educational friendship in the face of such historical baits and switches is a delicate, comprehensive, and ongoing challenge," it is clear that his thoughts are the stage on which he plays out his life, all of it. Throughout the essay, Rawlins' self-referential 'investigation' of the subject of teaching as a mode of friendship can be nothing else but interpretive. Indeed, the title alone-the thought in the title alone-suggests that this is going to be an approach to the subject that is very personal, very much a vision in his own mind."
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