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English Second Language Academic Competence, 2002.
This paper discusses that academic competence includes a number of components that are critical for effective English as a Second Language (ESL) instruction.
2,270 words (approx. 9.1 pages), 11 sources, APA, $ 70.95
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Abstract
This paper explains that it is imperative that ESL students are evaluated in the primary stages of instruction to develop an appropriate course of action for ESL instruction. The paper continues that it is important to develop activities tailored to the student population to encourage individual growth and academic competence. The author believes that students in the ESL classroom must recognize that stress is a part of daily living.
Table of Contents
Introduction
The Achievement of Academic Competence
Activities to Improve Academic Competence
Reading and its Contribution to Academic Competence
Principles for Helping ESL Students Develop Academic Competence
Stress and Academic Competence
Conclusion
From the Paper
"The importance of reading as a means of learning any type of subject matter cannot be undermined as it is the foundation of academic competence in any subject. Furthermore, English as a Second Language instruction is especially dependent upon reading as a precursor for academic achievement and independent learning. Clarke (203) has identified the importance of psycholinguistic principles in reading and ESL instruction. Furthermore, it should be noted that in general, reading is basically the same process in any language and that it is transferable from one language to another (Clarke 203). Shih (289) also affirms that ESL classrooms must concentrate on the development of reading strategies that include the construction of background knowledge, guided reading of a text, and post-reading exercises, including discussion and writing activities, all designed to promote reading skill enhancement. In the primary stages of reading development in ESL classes, the focus lies on reading development, and study skills are not separated from their ties to specific academic assignments. However, it is critical for students to acquire basic study skills that will promote successful mastery of the English language and academic competence in the classroom."
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English Second Language.
This paper is a research proposal to identify learning difficulties that students encounter when specifically learning literacy skills in the target language.
8,310 words (approx. 33.2 pages), 55 sources, APA, $ 177.95
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Abstract
This paper includes an extensive literature review that suggests interaction is a critical component of language learning, and that for children to be successful, they must be presented with a classroom environment that encourages competency through interaction, such as in immersion. The author points out that a majority of studies suggest SLA (second language acquisition) results from an integrative approach to learning in which students are encouraged to use the target language in conjunction with the native language to boost comprehension and understanding. The paper relates that the research methodology will be an exploratory case study approach because it is the optimal method for identifying questions and selecting measurement constructs when significant uncertainty exists with regard to a programs operations, goals, and results.
Table of Content
Literature Review
Background
Learning a Language
Summary: Learning a Language
Learning Difficulties with Reading
Summary: Learning Difficulties with Reading
Language 1 and Language 2 Transfer
Second Language Acquisition Issues
Summary: SLA Acquisition Issues
Research Methodology
Illustrative Case Study
Exploratory Case Study
Critical Instance Case Study
Program Implementation Case Study
Program Effects Case Study
Research Design
Data Analysis
Assumptions
Limitations
From the Paper
"Many studies exist that focus on learning English as a second language. The results of these studies indicate that learning a second language is challenging, and that a large population of students still struggle with language and literacy acquisition particularly in English. More than 2.8 million children enrolled in school in the United States are considered as having only limited English proficiency skills. Fifty percent of limited English students are enrolled in programs labeled "Transitional bilingual education" whose goals include literacy and content instruction in the native language with additional curriculum geared toward learning to speak and comprehend English. Formal instruction in English is achieved when students attain a certain level of competency in their native language literacy and when they have acquired adequate oral listening and comprehension skills in the English language."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Education Technology, 2008.
This paper discusses incorporating technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) education programs.
1,111 words (approx. 4.4 pages), 1 source, MLA, $ 38.95
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Abstract
In this article, the writer notes that the integration of new technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) educational programs is important to maximize their effectiveness. The educational value of new technology for students, teachers, and school personnel make its incorporation into the modern learning environment essential for maximum program success. The writer discusses that educational technology integration is equally useful in the ESL/ESOL curricula and in standard curricula, particularly in the case of delayed learners. The writer maintains that once the administrative decision to incorporate educational technology is made, the most important element for ensuring its success is educator training to understand and implement the software tools for optimum effect on learning.
Outline:
Introduction - Building Blocks for Educational Technology Integration
The Professional Competence Element of Program Evaluation
Predicting ESL/ESOL Student Response to Technology in the Learning Environment
Selecting the Right Technological Tools
Other Educational Applications
Conclusion
From the Paper
"The research-based Intellitools products are valuable teaching aides for reading, writing, and mathematics, in addition to introducing computer familiarity and literacy through their use. The IntelliTools products are adaptable to teaching core concepts, providing repetitive non-judgmental practice and immediate feedback, while tracking student responses and progress.
"Software designed by Educational Software Inc. adds another innovative concept to telling stories in its Virtual Storytelling program. The software features animation, sound effects, and interactive commands designed to capture the attention of the students from Pre-Kindergarten through 2nd Grade classrooms. The primary focus of the Virtual Storytelling software is providing 1st and 2nd Grade-level virtual stories in every subject area-related lesson. The idea is simply to promote learning through an enjoyable medium made possible by technology, particularly for the benefit of students with short attention spans, behavior problems, as well as those who exhibit hyperactivity."
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Vivian Cook's Second Language User Model, 2005.
This paper discusses the application of Vivian Cook's second language user model to the acquisition of pragmatic competence in the teaching of second languages.
880 words (approx. 3.5 pages), 1 source, MLA, $ 31.95
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Abstract
This paper explains that the theory of multi-competence, developed and advocated by Vivian Cook, states that a human mind is potentially capable of possessing the linguistic competence of more than one language; thus, multilingual speakers are the norm. The author points out that, in terms of language teaching, the model of multi-competence can be applied mainly for an acquisition of sufficient grammatical competence, which apart from general data provision can be achieved through the setting of parameters. The paper relates that, since the primary goal of language teaching is to create successful L2 speakers, the teaching of pragmatic competence in a language should include cultural and inter-cultural studies, cognitive training and general input in that language.
From the Paper
"Yet it is important to point out that the way these two grammars co-exist in the same mind also implies its mutual interference and interdependence: at a certain level of acquisition, the two grammars must form a single language system rather than two separated systems. Thus, multi-competent state of mind represents, in fact, not a mere combination of two monolingual systems but rather a single language system, which can be described as an indivisible linguistic unity. This statement can serve as an explanation for the fact that the vast majority of the second language (L2) learners even on the advanced level are not able to produce language in the same way the native speakers do, since the multilingual language users have several interrelated languages in mind: In short the state of mind of a multilingual language user is just different from that of a monolingual."
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Pedagogic Grammar, 2005.
This paper is an extensive discussion of pedagogic grammar, written and spoken discourse for English language, as applied to ESL English language learning.
4,205 words (approx. 16.8 pages), 15 sources, APA, $ 112.95
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Abstract
This paper explains that pedagogic grammar is grammar that provides useful descriptions of language forms and their function for pedagogical purposes, which can be organized and sequenced in textbook form to provide systematic teaching and learning as a descriptive and explanatory complement to other language learning activities. The author points out that implications drawn from learner-centered grammar instruction are that these extensive grammar rules and explanations should be presented in such a manner as to approximate the learner's hypothesis-formative process as far as possible. The paper concludes that the deformalization of pedagogical grammars may be through the avoidance of the jargon or keeping this jargon to a minimum to avoid elaborate or complicated analyses.
Table of Contents
Objective
Introduction
Psycholinguistics - Theoretical Framework
Descriptive - Prescriptive Grammar
Pedagogic Grammar
Communicative Competence in English-Language/Grammar
Linguistic
Two Cognitive Principles
Form-based: The Structuralist Theory
Form Selection
Concepts and Factors for Consideration in Analysis
Setting
Ends: Transnational, Interactional and Performative
Speech Events: Speech, Discourse or Speech
Learner-Centered Grammar Instruction Facts
Purpose of Analysis
Implications and Conclusion
From the Paper
"Pedagogical grammar within the English language is based historically on over 400 years of grammar the first of these being in 1580 by William Bullokar followed by the work of John Wallis in 1653 who studied English grammar not on the basis of the models in Latin grammar but within its own frame of reference. Due to the fact that most of the grammar was based on the Latin models there existed a heavy influence in the view of the expert in relation to the English language in the nature of and the terms for the descriptions."
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Communicative Language Teaching, 2005.
This paper is a literature review of communicative language teaching (CLT).
2,785 words (approx. 11.1 pages), 10 sources, APA, $ 83.95
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Abstract
This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative language teaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. The paper stresses that communicative language teaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.
Table of Contents
Communicative Competence
Communicative Language Teaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative Language Teaching
Implementation of CLT in ESL and EFL Countries
From the Paper
"Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."
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Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, $ 43.95
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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. "
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Secondary Language Acquisition, 2000.
An examination of the elimination of errors as a crucial element of teaching language. Includes types of errors (cultural, fluencty, style, etc.), linguistic competence, accuracy and structure of language.
1,350 words (approx. 5.4 pages), 4 sources, $ 47.95
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From the Paper
"Introduction
Before one can understand or help to eliminate the kinds of errors that speakers make when acquiring a secondary language, it is necessary first of all to understand the kinds of mistakes that occur in all speech production. The kinds of mistakes that all speakers make from time to time are not of especial interest to the teacher or researcher of second language acquisition because they exist within the universe of language at large rather than within the smaller universe of second language acquisition. They can ? and should ? be weeded out as a sort of background noise for the researcher or teacher who wishes to concentrate on the issue of secondary language acquisition.
While the concepts of ?error? and ?mistake? might seem to be interchangeable, within the realm of speech production they must be viewed as different type..."
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Sign Language, 2003.
Discusses the development of sign language competency and communication skills in children.
2,025 words (approx. 8.1 pages), 8 sources, $ 71.95
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Abstract
Presents conflicting approaches to education of deaf children or children with vocal language impairments. Discusses educational philosophy and American Sign Language (ASL).
From the Paper
"While sign languages are generally regarded as languages that are most useful for individuals with hearing or verbal communication impairments, research suggests that such languages are also useful in other contexts ..."
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Technology and Language Arts, 2007.
This paper is a meta-review of the literature about the use of technology in the teaching of language arts.
7,070 words (approx. 28.3 pages), 98 sources, APA, $ 158.95
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Abstract
This paper explains that language arts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the language arts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because language arts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.
Table of Contents:
Introduction
Case History of Technology and Language Arts
The Impact of Technology on Education
Obstacles to Using Technology
Technology and Language Arts
Conclusion
From the Paper
"The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."
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Academic Freedom, 2004.
This paper examines the concept of academic freedom and its history and contrasts the ideal of academic freedom with the social, cultural, and economic constraints that are regularly placed upon the faculty.
4,795 words (approx. 19.2 pages), 9 sources, APA, $ 122.95
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Abstract
This paper explains that academic freedom is the concept that faculty, and in some cases, students, should be able to study, write, and publish the truth as they see it, free of doctrinal interference from the administration, the church, the corporation, or the state. The author points out that the concept of academic freedom, which is more prevalent at Western colleges and universities, has its roots in the 17th century, the beginning of the modern era. The paper relates that the power of alumni to shift the direction of a university tends to be limited because most alumni do not have sufficient money to make much of a difference, but this cannot be said for corporations, such as drug companies, which often have almost inconceivably large amounts of money and clearly focused needs and desires.
Table of Contents
Introduction
Beginnings of Academic Freedom
German Universities Create Modern Traditions of Academic Freedom
Academic Freedom in the Modern University
Corporate Pocketbooks and Academic Freedom
Conclusion
From the Paper
"The development of a more fully modern concept of academic freedom came about in the 17th century not because of the work or writings of academics themselves but rather through the work of scholars such as John Locke and Thomas Hobbes. Locke and Hobbes were not in fact particularly interested in the rights of university faculty per se; they were, however, interested in the rights of all members of a society to certain basic freedoms. Their arguments about liberty and individual rights helped to define the era of the rise of modern democracies, one element of which has been the university that is freed from the church."
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Language Acquisition, 2002.
A discussion of two competing approaches on the theory of language acquisition.
2,816 words (approx. 11.3 pages), 11 sources, MLA, $ 83.95
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Abstract
This paper examines the fierce debate between the rationalist and the empiricist theorists on the issue of language acquisition which has captured the imagination of the linguistic world for decades. It looks at how although the rationalists? concept of specific language mechanisms in the brain has prevailed for many years, new research by connectionist theorists has tilted the balance towards the empiricists? approach. It provides a detailed comparative analysis of these two competing approaches and explores their application in children?s discourse to assess their validity. It also discusses the work by the connectionist theorists and the implications on the future of linguistic research in the area of first language acquisition.
From the Paper
"In Chomsky?s (1972) original conception, the mind of children is analogized to a black box called the ?Language Acquisition Device? (LAD). This box contains all linguistic principles that do not derive from the interaction with the environment. In Chomsky?s (1981) ?Principles-and-Parameters Theory? and his subsequent work, his version of how children utilize their linguistic knowledge to acquire language in their specific environments is presented. Before their interaction with the environment, children possess an ?universal grammar.? With exposure to specific linguistic environments, all children need to do is to set the switches on certain parameters that correspond to their language (in Hirsh-Pasek & Golinkoff, 1996, pp. 31-2)."
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Language Preceding Thought, 2007.
An in-depth look at human language.
2,573 words (approx. 10.3 pages), 16 sources, MLA, $ 77.95
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Abstract
This paper reviews and discusses human language. According to the paper, human language as an ability is a very intricate competence that cannot be defined within a confined dynamic because it can modify into numerous structures and can be both recorded,signed and articulated. The paper reports that one of the most efficient and simplest ways to cover the dynamics of a language is by recognizing and defining its indispensable elements.
Outline:
Introduction
The Cognitive Approach
LRH: Summary
Thought Determines Language
Studies of Development
The Interdependence of Language and Thought
Summary
From the Paper
"Numerous subsequent studies, over the years, have backed this notion. The group of studies now being mentioned mainly studies the relation of the recognitions of concepts with the application of language. Tomasello and Farrar (1986) in their study focused on the understanding of the relational terms such as 'gone', 'down' and 'up' while analyzing the growth of the idea of an entity's solidity. They concluded that the changes that occurred while the object was visible were more quickly observed as opposed to when the object was not visible. Sinclair-de-Zwart (1969) in her study mainly concentrated on the child's ability to save or store info that if and when an object modifies its shape, it does not, in affect, modify its volume or mass. She observed that if the children understood the terminologies related to the change then they were able to store the info and not otherwise. She also observed that the children if did not understand the meaning of the words, teaching them the use of the words was inconsequent. Hence, all these studies support the understanding of thoughts and concepts for the effective use of language."
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Academic Outcomes using DIBELS, 2007.
This paper discusses the use of DIBELS (dynamic indicators of basic early literacy skills) for predicting academic outcomes.
9,984 words (approx. 39.9 pages), 35 sources, MLA, $ 202.95
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Abstract
In this article, the writer examines whether the use of the different DIBELS measures and the results are reliable in predicting the academic outcomes of a bilingual student. An evaluation of the different literature that concerns this study and other related issues are used to attain this objective. The writer maintains that the continuing research on the reliability and validity of the DIBELS measures clearly shows that it is a reliable source in predicting the academic outcomes of the students. The writer points out that the results obtained from the students are valid such that a comparison with other measures may be encouraged for more validation of results. The writer concludes that using the DIBELS in identifying the possible academic outcomes of English language learners is a helpful tool in assessing their English language proficiency.
Table of Contents:
Introduction
Methodology
Results and Discussion
Conclusion and Recommendation
References and Works Cited
From the Paper
"The increasing population growth among immigrants plays an important role in the demographic changes in the United States' school system. Given that the conditions regarding the students' English proficiency - which is a vital element in their academic performance - is not given proper attention, the country may not be able to produce competent students and human resources. This is the reason why the US educational system now works directly in its English language programs, which is a challenging task for them. In Los Angeles, there are already some eighty different languages spoken throughout the Los Angeles school system that addresses this issue.
In addition, in order to develop the US's human resources potential will mean keeping their educational opportunities open to minorities and to educationally disadvantaged students. The manner in which the US government addresses this issue will help shape their economic status and competitive position in the world. It will also affect the social and economic well being of every American in the United States. Emphasis on language training and the preparation of our youth for future jobs will be a critical task for the decade of the 90s."
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