| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "EXPERIENCE ENGLISH EDUCATION": |
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English within the Education System, 2002.
A discussion of the importance of English in the educational system.
1,400 words (approx. 5.6 pages), 5 sources, $ 53.95
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Abstract
This paper looks at the role of English within the education system as either a primary or secondary language and also looks at systems to perfect dual language abilities.
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English and Welsh Education, 2008.
A constructive examination of primary and secondary education in England and Wales.
1,831 words (approx. 7.3 pages), 5 sources, APA, $ 58.95
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Abstract
This research paper examines education provision in England and Wales since World War II and specifically as related to educational achievement.
Outline:
Objective
Introduction
Education Act 1944
Intelligence Testing and School Provision
Post-WW ll England Schools
Concepts of Education Equality and Achievement Linked
Summary and Conclusion
From the Paper
"There were shortages of staff, equipment and building..." Eckstein additionally states: "Post-war legislation has generally been characterized by radical thinking and optimism. However, the euphoria brought by the end of a war is so often soon dissipated in the exhausting battle of the peace. At such a time, the ambitiously optimistic spirit of reconstruction may also be lessened. A more cautious planned expansion replaces the scheme for extensive reconstruction, ideas of reform have once again to vie with practices which are entrenched in the typical ways of thinking of a people. The educational legislation of the last five years or so has been characterized by such an approach, by plans for reform and expansion which reflect the changes in the spirit of nations since 1945." (1960) In 1948 England and Wales had 1,875,997 children enrolled in secondary education of all kinds while in France the number in 1950 was only 794,070 with only slightly more in Germany in 1950 at 828,631 and in Italy the same year children enrolled in secondary education of all kinds is stated to have been 503,943."
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"Guns and Violence: The English Experience", 2008.
An analysis of violent crimes and their relationship to the availability of handguns in a society, based on the arguments of Joyce Lee Malcolm's "Guns and Violence: The English Experience."
3,571 words (approx. 14.3 pages), 3 sources, MLA, $ 99.95
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Abstract
This paper explores whether societies in which guns are available to the general public are likely to have lower incidence of violent crimes than those where guns are not readily available. The paper provides particular reference to Joyce Lee Malcolm's "Guns and Violence: The English Experience." It concludes that Malcolm's analysis requires us to consider how a range of variables - from culture to crime statistics methodology -inform and, to a degree, transform the parameters of this debate.
From the Paper
"This being said, however, one critical factor distinguishes Hickock and Smith from the defendants in the My Lai case; a factor that is evident in Capote's choice of a title for his text: "In Cold Blood". While there are indications that Hickock and Smith may have been troubled to some extent by the brutality of their murders of the Clutter family, this unease did not prevent them from planning on similarly murdering and stealing while hitchhiking across the American south. Both men were not only free agents - to the extent that they were not under orders or a part of a larger organization engaged in an enterprise such as war - but neither were in fear of their lives from victims or those associated with their victims. Thus, self-defense cannot be said to enter into their crimes in any way, shape or form. Instead, and unlike the killings at My Lai, the sole purpose of the murders committed by Hickock and Smith were to further their lifestyle of gaining money through theft without work; the murders simply being a way of ensuring that there were no witnesses who could finger Smith and Hickock for the thefts."
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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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Bilingual Education in the United States, 2008.
An analysis of bilingual education programs and English immersion in schools in the United States.
2,052 words (approx. 8.2 pages), 20 sources, MLA, $ 64.95
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Abstract
This paper discusses bilingual education and English as a second language (ESL) in the United States. It describes the country's policies in terms of bilingual education programs and discusses the importance of teaching English as a second language to students in schools. It also compares the outcomes of bilingual education programs and English immersion.
Table of Contents:
History
Analysis
Bilingual Education vs. English Immersion
Conclusion
From the Paper
"My interviews with the teachers and students indicate that most educators base decisions about how to teach not just on state mandates but also on their assessment of what their English language learners need, the numbers of English language learners in their classes, and their own philosophy. Most teachers with whom I have talked believe that teaching students in English as a secondary language is more important because the students understand the lectures in a better way. In general, a mainstream classroom that provides extra help seems to be more practical for many schools, and any academic harm caused by such classrooms is apparently not significant enough to be noticeable to most teachers or to offset the relative ease with which schools can form such classrooms. After all, most immigrant children in the U.S. and throughout the world are in mainstream classrooms, and most of them seem to swim, not sink."
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Bilingual Education and Charter Schools, 2002.
Discusses these forms of education as a solution to English Language Learning (ELL) students and the problems they face within mainstream education.
1,043 words (approx. 4.2 pages), 2 sources, MLA, $ 36.95
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Abstract
This paper argues that English-language learners (ELLs) and underprivileged and minority children that have difficulty fitting in with mainstream schools need more latitude in dealing with their language and socio-economic barriers. The author of the paper is of the opinion that bilingual programs and charter schools hold the best hope for providing them with a foundation to succeed despite their initial limitations. Bilingual programs allow students to learn in the only language that they understand and charter schools devise programs that serve the needs of children that have had trouble succeeding in traditional schools.
From the Paper
"Bilingual education would be a better way to pursue the welfare of ELL students for several reasons. Contrary to popular fears, bilingual education does not prevent students from learning English or from assimilating into American culture. Instead, bilingual education teaches English in a very effective manner while providing students with the ability to learn academic content through their native language that they are the most comfortable with. Thus, students become proficient in two languages that will prove beneficial in adulthood, without sacrificing their ability to do well in school because they can?t understand their teachers. With respect to the sheltered instruction/structured immersion option, it?s simply not fair to offer inferior academic content to students that can?t speak English. This, in essence, denies them the right to an equal education."
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General Certificate of Secondary Education Case Study, 2007.
This paper is a case study on a sequence of lessons taught to a group of twenty-two students aged 17 to 18, retaking General Certificate of Secondary Education in English.
4,106 words (approx. 16.4 pages), 6 sources, APA, $ 110.95
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Abstract
This paper is a case study written by a teacher at a College of Further Education, and refers to a sequence of lessons taught to a group of twenty-two students aged 17 to 18, retaking General Certificate of Secondary Education in English. The author of the paper uses a combination of written feedback, one-to-one assessment, peer assessment and innovative plenaries to monitor students' progress. Also, this paper takes a systematic approach, which includes a demonstration of how the author taught the students about writing genre, effective openings, powerful description and structure. Furthermore, this paper emphasizes a formative assessment in the sequence of lessons it describes. It goes on to discuss the specific assessments given, such as written feedback, peer assessments, one-on-one assessments, plenaries, etc., along with a discussion of this study.
Outline:
Introduction
Objectives, expected learning outcomes and assessment criteria
Written feedback
One-to-one assessment
Peer assessment
Plenaries
Coursework marking and moderation
Moving ahead with assessment: evaluation, conclusions and implications for the future
From the Paper
"Although I used the mark scheme carefully and spent a long time marking each piece of coursework, at the moderation meeting it appeared that many of my pieces had been marked rather low, and the other teachers raised some of the marks I had given. Using the mark scheme to mark real coursework, and then discussing it with other teachers, was a very useful process. Despite the apparent accuracy of the mark schemes for English coursework, teachers can and do interpret the criteria quite differently, and discussing how the teachers arrived at their interpretations was very helpful when I reconsidered my own, and I now feel more confident about marking coursework in the future.
"Of course, by the time the teacher has marked final drafts of coursework, it is too late to alter the teaching of that group, or to offer further help to any students. Overall, I was happy with the resulting work, and it provided evidence that my teaching had been effective. I will, however, use what I learned from marking the coursework to help me teach any future GCSE group the same sequence of lessons. For example, I feel that a few students would have benefited from further revision of each technique I taught, and I will consider this further if I find myself teaching the same topic again."
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Bilingual Education, 2002.
Shows the arguements for and against bilingual education in the American educational system.
1,333 words (approx. 5.3 pages), 5 sources, MLA, $ 44.95
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Abstract
Bilingual education programs set up to provide support to non-English-speaking children allow immigrant children to keep up with studies in other academic subjects while they work on their English skills. The paper shows that the controversy over the effectiveness of bilingual education programs continues to rage in the community as educators attempt to find ways to accommodate the needs of the increasing numbers of immigrant children. Thus far, there is no conclusive evidence that bilingual education programs or other strategies provide the best education for immigrant children. The paper discusses how past experiences have shown that immigrant children from different parts of the world perform differently in response to particular strategies. Socio-economic backgrounds of the immigrant children may also be a decisive factor in determining the outcome of the children?s success. The paper concludes that it is ultimately up to the parents and educators to collaborate in order to provide an education that caters to the individualized needs of their children.
From the Paper
"However, critics of bilingual education point out that bilingual education programs have been an utter failure in enabling immigrant children to succeed in schools. Even after thirty years of implementation, there is still no indication that bilingual education programs work in helping non-English-speaking students succeed. They argue that immigrant children are still dropping out of schools in droves and few immigrant children transition to full English instruction classes (Rothstein, 1998, p. 672). According to these critics, the premise of bilingual education classes is a divisive concept that slows down the assimilation process of these immigrant children. By keeping children straddled between two worlds, bilingual education advocates are sabotaging the immigrant children?s chances of learning a sufficient level of English to allow them to survive in the workplace (Rothstein, 1998, p. 672). Immigrant children who are immersed in their native language at school and at home will not feel the incentive to tackle the difficult challenge of learning another language (Rothstein, 1998, p. 679)."
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Political Parties and Bilingual Education, 2002.
An examination of the law passed two years ago in California which legislated bilingual education - English and Spanish.
3,851 words (approx. 15.4 pages), 17 sources, MLA, $ 105.95
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Abstract
This paper analyzes the effectiveness of this law on the educational system as a whole and on individual students in particular. It looks at whether the expected benefits of bilingual education is realistic. The paper also examines the policies of various political parties towards this law in the context of their general political platforms. The writer examines whether the law passed in California is an ideal of the "melting-pot" phenomenon or not.
From the Paper
"During the month of June, 2000 we observed the second anniversary of passage of California's Bilingual education. This ballot initiative that restructured education for language minority students was approved by a majority of the voters in the primary election of June 2, 1998. The new law became part of the Education Code in August, just before the beginning of the 1998-99 academic year. Since the newspapers and television programming have been awash in reflections on historical events, It is appropriate for us to take some time to analyze the impact of the anti-bilingual education initiative. Recently, the proponents of bilingual education have also been active in putting out articles and editorials touting the "success" of bilingual education in increasing test scores and redesignation rates for students. An editorial in the Orange County Register (May 18, 2000) called Bilingual education "one of the best things to happen to the state's immigrant students." "
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Character Education and YA Novels, 2002.
A discussion of the use of young adult novels to aid character education in teaching English.
1,982 words (approx. 7.9 pages), 7 sources, MLA, $ 62.95
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Abstract
This paper heralds the use of young adult (YA) literature as a partner with student-based discussion to teach Character Education ideals. It examines how learners targeted by this approach are struggling readers who need the hook of characters similar to themselves and high interest subjects to engage in the process of reading. Reading a book of substance takes the reader through thousands of decisions they may face in their life. It emphasizes the importance of factors in facilitating productive group discussion, such as preparation, monitoring and student responsibility and how student-centered discussions are based on situations in the Young Adult literature that emulate good character or strike controversy concerning moral action.
From the Paper
"Character Education is here to stay. It is obvious that the teaching of value systems needs a fresh approach. Julian Thompson (1995) stated, ?In any case, regardless of our feelings about young people?s characters (or value systems) nowadays, there?s no denying that they could be better? (p. 2). Realizing this to be true, I made an abrupt change in my attitude toward Character Education, and I made my classroom a permanent destination for the Character Education train. Thompson (1995) supports that English teachers are best equipped to teach Character Education. ?They know (of course) that literature is concerned with human behavior, and that when kids begin discussing the various behaviors of people in stories, plays and novels they?re reading for English, they are at least noticing the values that these characters are embracing or rejecting? (p. 3). "
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Bilingual Education in the USA, 2005.
An argument in favor of bilingual education in America.
2,250 words (approx. 9.0 pages), 12 sources, $ 89.95
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Abstract
Fierce debate rages in the U.S.A. today over the issue of bilingual education, as opposed to English immersion education. Research quickly reveals that there is a vast quantity of conflicting evidence on the issue. This paper evaluates the arguments in favor of each, and shows that in fact bilingual education is preferable. It shows that arguments such as the fact that English immersion is more successful, or more desired by parents, are not conclusively substantiated by research.
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Bilingual Education, 2006.
This well-researched paper focuses on the rights of non-English speaking students to receive a fair and adequate education as well as the 14th amendment which guarantees equal protection under the law with regard to race or national origin.
4,270 words (approx. 17.1 pages), 20 sources, MLA, $ 113.95
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Abstract
This in-depth paper examines the xenophobic feeling prevalent in U.S. society which is exemplified by the laws of several states that display a hostile attitude toward foreigners and foreign languages. The writer of this paper discusses the lack of adequate English instruction in the school system which prevents non-English speaking students from receiving a proper education. This paper focuses on language rights in the U.S., which is a component of other rights as stated in the 14th amendment, that guarantees equal protection under law with regard to race or national origin. This informative paper cites numerous legal cases including the landmark bilingual education class action case of Lau vs. Nichols brought by non-English Chinese speaking students against the San Francisco Unified School District. This paper also explores the effectiveness of the Educational Opportunities Act of 1974 that requires affirmative action by a school district in overcoming language barriers that impede a student's equal participation in the educational process.
From the Paper
"Although not related to a foreign language, the case Martin Luther King Jr. Elementary School Children v. Ann Arbor School District (1979) speaks to a lawsuit 11 black children brought against the AASD school board regarding an English dialect. According to the court, the plaintiffs assert that the children speak a version of "black English," otherwise known as Ebonics, as their community and home language, which impedes their equal participation in the educational process, and the school has not taken appropriate action to overcome the barrier. The District Court indicates that this case is an effort to require the school district to take appropriate action to teach the black children to read in standard English. Witnesses before the court testified that Ebonics is a language system that differs significantly from standard English and has been used at some time by 80 percent of the black people of this country. This dialect is especially prevalent in areas where there are concentrations of black people, and it contains aspects of Southern dialect that is used largely by black people in their casual conversation and informal talk."
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Masters of Education Application Statement, 2007.
An application statement, by a Canadian of Iranian descent, to an M.Ed program at York University.
1,545 words (approx. 6.2 pages), 0 sources, $ 50.95
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Abstract
This paper presents an application statement tp an M.Ed program at York University in Canada. The author reflects upon, not only his qualifications for candidacy to this program, but also the reasons why he believes his admittance will allow him to contribute both to the graduate community of the university and to Canada's diverse multicultural community. The author points out that it is difficult to describe to someone who has lived his life in this diverse and intellectually-rich country the incredible sense of liberation one feels in being able to read a newspaper or watch local media that one knows has not been reviewed by state censors. The paper stresses that the author feels that his experiences as an immigrant, as well as his educational experience in learning English as a second language, represent critical advantages in his aspiration to teach students in Canada.
From the Paper
"This being said, I must also note that my perspective as an immigrant has shaped my teaching practice in this country in that I am highly cognizant of how the economic contribution immigrants and immigration have made to Canada is dependent upon the building of bridges between the diverse cultures of Canada's immigrant communities. For the future growth and development of Canada it is of prime importance that all of Canada's immigrant populations are engaged and feel their perspectives and contributions are valued by Canada's host English and French cultures."
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Should Bilingual Education Programs Be Abandoned?, 2004.
This paper evaluates the advantages and disadvantages of various bilingual education programs.
2,150 words (approx. 8.6 pages), 6 sources, MLA, $ 67.95
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Abstract
This paper reviews bilingual education programs, including transitional bilingual education, English as a Second Language (ESL), structured immersion, submersion, and two-way or dual immersion. The author states that the National Council of Teachers of English found no research evidence to support the idea that non-English-speaking children will read, write, and do academic work in English better if first they learn to read write and do academic work in their home language. The paper concludes that bilingual education blocks the assimilation and advancement of minority students; therefore, to avoid such situations, students should be placed in English-only classes.
From the Paper
"However, not all communities are able to provide their language ? minority students with such programs. As a result, a significant number of English -language learners are unable to accomplish well academically. Additionally, schools need sufficient funding from the government for recourses, programs and textbooks that will help minority students succeed academically. The costs of bilingual programs for minority students are estimated to be $5.5 billion, and for ESL $1.9 billion in. On the contrary, intensive English programs do not require so much funding. Besides, research shows that these programs are much more successful then bilingual programs in providing competency for non-native language learners."
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