| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CHANGING LANGUAGE ENGLISH": |
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The Changing Language of English, 2007.
This paper discusses how the English language has developed into a uniquely expressive language.
1,211 words (approx. 4.8 pages), 4 sources, MLA, $ 41.95
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Abstract
The paper illustrates how, ever since its multiple origins in the mouths of many persons and on many national soils, the English language has been changing and evolving in a positive fashion. The paper contends that the changing nature of English vocabulary and grammar should be viewed in a positive fashion, rather than an incorrect use of the English language. The paper shows how the nature of human life is always changing and English must convey the increasingly complex nature of our technical world, as well as the rich ethnic and regional diversity of America today. The paper discusses how English unites business people all over the world although each country speaks a different type of English.
From the Paper
""Now, I do not know what white Americans would sound like if there had never been any black people in the United States, but they would not sound the way they sound," writes James Baldwin in his essay "If Black English isn't language, then tell me what is." (Baldwin, 1979) English is a language of multiple origins, an Indo-European language with Norman, French, Germanic, and Native American words and influences. It is spoken all over the world from the "damp little island" of England, where to "open your mouth in England means you "have confessed your parents, your youth, your school, your salary, your self-esteem, and, alas, your future," in Baldwin's words, to the streets of America where Blacks and other groups that supposedly do not speak standard English are really making a fundamental contribution to the creativity of an ever-changing language."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, $ 53.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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English Language Acquisition, 2007.
This paper discusses cooperative learning and language acquisition for English language learners.
2,844 words (approx. 11.4 pages), 9 sources, MLA, $ 84.95
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Abstract
In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to English language learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the English language in a relaxed cooperative learning situation than in the formal classroom instructional environment. This work attempts to discover, through a qualitative review of literature and a qualitative method of applied case study through the instrument of the survey/questionnaire, to understand this phenomena in the acquisition of the English language by students in the school and classroom environment. The writer concludes that the cooperative classroom in English language learning has been shown to be effective in a student's acquisition of the English language.
Outline:
Introduction
Statement of Problem
Literature Review
Research Objectives
Hypothesis/Research Questions
Research Design
Assumptions and Limitations
Data Analysis (Questionnaire - Primary Data)
Limitations/Research Ethics
Conclusions
From the Paper
"It is assumed that the teachers in the survey know what cooperative learning actually is and that the teacher has used it consistently for at least one semester of the school year prior to the conduction of this study. It is further assumed that the students interviewed in this survey are not schooled in what cooperative learning actually is in terms of theoretical framework and case study research or techniques or methods of delivering instruction and that their view will be unclouded by this aspect of the learning environment. Limitations exist in this study in that there may be other varying factors that influence the acquisition of the English language, however this research proposal has attempted to allow for that in the instrument used for gathering data or the survey/questionnaire through asking relevant questions as to the home environment and other factors in the life of the student that might be the factor for more success in language acquisition in the school environment."
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Linguistics and the History of the English Language, 2002.
This paper explores the areas of linguistics and the history of the English language in terms of what an English teacher should know before teaching the subject.
4,392 words (approx. 17.6 pages), 7 sources, APA, $ 115.95
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Abstract
This paper asks if future English teachers should study the history of English. The writer shows that teachers should have a knowledge of linguistics. Main points of the paper include: why English is complicated, why languages (especially English) change, grammar rules and problems, spelling history and problems, how dialects are developed and how they influence English in the classroom, semantic changes and more. The paper concludes that all these contribute to a better and more interesting English classroom.
From the Paper
"The English language has a rich history, spanning centuries and passed on by different tribes. A lot of other languages, especially French, has had some influence on the English language. The language has undergone many changes in its history, including the Great Vowel Shift, which changed the way English was spoken. Some people who know more than one language have said that English is the hardest language to learn. As of today, many educated professors and acclaimed administration members probably don't know the real reasons behind some grammar rules and depend on technology to correct their fragment sentences. What makes English such a hard language to learn and use, even for its native speakers? Will the knowledge of the history behind the English language enable teachers to help students master English? I believe that knowledge leads to understanding; therefore teachers with a strong background in the history of English will be better equipped to teach this difficult subject."
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Diversity and Inclusion in English Language Classrooms, 2005.
A look at the challenges facing the English teacher when teaching students whose native language is not English.
1,195 words (approx. 4.8 pages), 9 sources, MLA, $ 40.95
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Abstract
This paper examines how almost every teacher in America is faced with the challenge of teaching English language learners (ELL) due to the cultural diversity of this country. It discusses how it is important for all teachers to be aware of the many strategies that can be used in the classroom to help their ELL students learn not only the English language but also the rest of the academic subjects being taught to the rest of the students. The paper concludes that teaching every student successfully is vital to the future of America since today's students are tomorrows working adults.
From the Paper
"The strategy of using pre-instructional activities such as graphic organizers, semantic webbing, and mapping can be used effectively to help ELL students understand what they are learning. Before starting a reading assignment it is helpful to graph or map the information that will be discussed using a webbing format. If the reading assignment centers on a moral lesson, the teacher can guide the class through a discussion of what moral character is and what some important moral characteristics are to them. After discussing and mapping the concept of moral character with the entire class the ELL students will be more likely to understand the reading assignment. Using webbing and mapping can also help the teacher "determine where the students stand in relation to the content of the upcoming lesson" (Tips for teaching, n.d.). "
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English, The Global Language, 2005.
This paper discusses the advantages of learning English as the global languages to be used by all the world; however, this presents a danger to the native culture.
4,640 words (approx. 18.6 pages), 6 sources, APA, $ 120.95
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Abstract
This paper argues that English is the most likely of all languages to create a useful global lingua franca (language of trade); therefore, teaching English globally is only logical. The author contends that, because of the strong link between language and culture, the globalization of the English language threatens other languages and cultures with extinction; therefore the method of teaching English as a second or foreign language is important. The paper relates that young students, who are most at risk of becoming indoctrinated into speaking English as their dominant language rather than their native language, should be taught in a bi-lingual program which stresses the values of the native language and culture, while teaching English as a useful second global lingua franca.
Table of Contents
Language Dominance and English-as-a-Second Language Education
The Relationship between Culture and Language
Can Teaching EFL be a Threat to Local Ways of Life and Languages?
The Importance and Advantages of Learning to Use English
Balancing between Globalism and Local Culture
From the Paper
"There are several ways in which English is taught as a second language in other countries. Many nations include English education in primary schools. This is common not only in countries where English is a primary official or natural language, but also in countries that merely wish their educated youth to be able to communicate in English. Most European countries teach English as a second language to their young. Most people who learn English in school will not be likely to need EFL instruction later in life. Another form of English education involves teaching by non-native English teachers who instruct academically, much as one would learn a foreign language in America. These classes may be instructed both in English and the student''s native language and tend to focus more on aspects like appropriate grammar and spelling than on mere usage. EFL instruction, on the other hand, tends to be taught by native English speakers entirely in English."
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The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, $ 51.95
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Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
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English as a Second Language (ESL), 2002.
A discussion of the theories behind teaching methodologies for English as a second language.
2,642 words (approx. 10.6 pages), 13 sources, MLA, $ 79.95
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Abstract
This paper examines, how over the years, a number of theories have been developed that define the ways that reading instruction should be taught to students of English as a Second Language. It discusses how English as a second language instruction should be based upon the students' background knowledge, which involves a number of areas, including cultural background and identity, fluency in a primary language and the ease in transition leading to the acquisition of a new language. It analyzes how, if these principles are behind the development of ESL curricula, students will gain the maximum benefits in their English instruction, including spoken and written language as well as the reading of English texts.
Outline:
Introduction to Background Knowledge
Reading Instruction and Background Knowledge
Classroom Strategies for English as a Second Language Students
Issues in the Development of English Proficiency
Background Knowledge and Study Skills for ESL Students
Conclusion
From the Paper
"In addition to the potential established in learning a new language, English as a Second Language instructors must evaluate their students' fluency in their native tongues in order to determine the ease in which they will transition to obtaining new language skills (VanDuzer 2). This practice is largely determined by the student's cultural background, but all English language students will share a similar experience in learning to read in English and will approach the subject differently from how native English speakers confront it (VanDuzer 2). Rueda (15) also confirms this theory in his work that demonstrates that the use of cultural tools in English language instruction will enhance the sociocultural aspects of learning. "
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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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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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Sounds for a System: Phonemes in the English Language, 2001.
This paper discusses the reason for the limited number of phonemes in the English language and how phonemes are added and lost from the language.
1,700 words (approx. 6.8 pages), 2 sources, $ 55.95
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Abstract
This paper discusses phonemes and how they apply to the English language. The author traces changes in this language beginning with Old English and moving through Middle English to present-day English, and provides examples of changes in each. The author also explains why only forty-four out of a possible three hundred phonemes are used in present-day English.
From the Paper
"A phoneme, as defined by Crystal is, "The smallest contrastive unit in the system of a language"(456). There are approximately three hundred phonemes in existence that are shared by the five thousand plus languages of the world. The English language only uses forty-four of the three hundred total phonemes. Some languages require more than forty-four phonemes and some require less in order to function. The truth is that none of the world's languages use the three hundred available phonemes. Languages use only as many as they need in order to be understood. The reason that the English language uses a mere forty-four phonemes is very simple; that is all that it needs. However, the number of phonemes in our language has changed, and it will probably change in the future. It is important to examine the reasons for change and discuss why the number of English phonemes is so limited."
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The English Language and India, 2005.
This paper discusses the history of the British using their English language and culture in India to "educate the Indians".
2,280 words (approx. 9.1 pages), 6 sources, MLA, $ 70.95
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Abstract
This paper explains that, beginning in the 18th century, the British missionaries and their establishing institutions of learning, which initiated much of the early education of the Indians, thought that if English was intrinsically healthy, it stood to reason that the Indian languages were the opposite. The author points out that, to find employment in a civil service position, an individual needed to pass an English qualifying exam and receive a "western degree"; therefore, it is no surprise that the educated class, in some cases, became more English than the English. The paper relates that, with the leadership of Gandhi, who was once an avid Anglophile, the many Indian languages came to be favored over English; however, even today, English is used as a kind of national language for affairs of state because India is multi-lingual and having a unifying language is seen as important. Several long quotes.
From the Paper
"The group that benefited possibly the most was the Bengalis.
The Bengalis developed a vigorous Westernized culture quite independent of their British neighbors. Education became a mark of social distinction as well as a means for advancement. Competition in the schools and universities was (and is) fierce by Western standards. The highly educated and literate populace gave rise to a great demand for books. A few blocks south of the Marble Palace is the College Street Market where, adjacent to the dignified buildings of Calcutta University, there exists a prodigious collection of publishers and booksellers. The market is an intellectual phenomenon in itself, probably the largest book market in the world. Books on every conceivable subject are published both in English and Bengali. The Bengali authors have a marvelous facility with the English language and at its best the quality of literature in Calcutta ranks with that of any center in the world."
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, $ 78.95
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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."
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English Language Learners, 2006.
This paper discusses what methods are best suited to meet the needs of rural English Language Learners.
2,115 words (approx. 8.5 pages), 12 sources, MLA, $ 66.95
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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)."
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The English Language, 2008.
Argues that the future of the English language promises to be an eventful one.
1,880 words (approx. 7.5 pages), 4 sources, MLA, $ 60.95
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Abstract
This paper asserts that there is every reason to believe that the English language will continue to divide and sub-divide in much the same way as the ancient Indo-European language of which it is a descendant divided and sub-divided over time. The paper further asserts that one can reasonably expect to see the denotative and, especially, connotative meanings of words change as societal attitudes and perceptual paradigms change. Lastly, the paper asserts that, as society evolves and new innovations muscle their way to the fore, new words and expressions will enter the lexicon - helped along by the fact that English has always been very good at borrowing from other languages when striving to find an apt descriptor for a new "thing" or phenomenon. The paper concludes that, in the end, the English language will continue to grow more dynamic, larger, and will most likely continue to freely take from other languages.
From the Paper
"For instance, Fred C. Robinson writes that a statement such as King Edward's in Henry VI, "Warwick was a bug that feared us all," would be incomprehensible to today's readers without an appreciation of how the noun, "bug," and the past-tense of the verb "fear", which is to say "feared," have both changed in meaning over the centuries. To be specific, in sixteenth and early seventeenth century England - the England of Shakespeare's time - a bug meant "an object of terror, a bug-bear," and the verb, "feared," meant something quite a bit different than the common modern-day understanding which holds that the subject in the sentence is afraid of someone or something."
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