| Papers [1-15] of 73 :: [Page 1 of 5] | | Go to page : 1 2 3 4 5 —> | Search results on "LANGUAGE IMMERSION": |
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Language through Immersion, 2005.
Examines the benefits of total physical response when teaching language through immersion.
2,250 words (approx. 9.0 pages), 5 sources, $ 89.95
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Abstract
This paper demonstrates why TPR is such an effective method for language instruction. The paper thoroughly examines the nature, principles, and practice of TPR among educators, pointing out along the way the primary reasons why it is a superior pedagogical method when contrasted with some other language education methods.
From the Paper
"Language acquisition is fast becoming a major part of state-sponsored education. Increasingly diverse communities in the West have made it a requisite that schools understand and cater to the needs of students from other linguistic backgrounds. In addition, the ability to quickly pick up a second language in some parts of the world is important to future socioeconomic success. For example, in the United States, an ability to speak Spanish can be exceptionally beneficial for individuals working with the public. In the West and Southwest, this is particularly important and can mean the difference between securing a coveted job and not. The real question for educators is in determining what the best means of teaching languages is."
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ESL: The Concept of Immersion, 2004.
A look at both sides of the debate on using immersion to reinforce English as a second language.
751 words (approx. 3.0 pages), 2 sources, MLA, $ 26.95
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Abstract
This paper examines how, in ESL, immersion has been subject to some controversy and how it is felt that immersion is a good way to force learners into the intricacies of the new language. It discusses how the immersion program operates from the assumption that absolute proficiency in a language is not a requirement for effective instruction through the language and, therefore, by giving students a purpose for the new language they are using, they learn the language faster and more easily. It looks at how the program was initiated in Canada to help English speakers with their proficiency in French, the other official language of the country, and how the program has been adopted in various forms in the United States as well.
From the Paper
"By using Second Language English as a medium of instruction, the focus is removed from language instruction, and thus the language itself. Instead specific academic knowledge is the aim. In this way the language learning process becomes subconscious; students attempt to express important concepts in the target language, rather than trying to understand the intricacies of the language itself. Studies have indicated the success of immersion programs. It does not appear that academic achievement suffers for using a second language in an immersion program as opposed to schools where the first language is used. It is therefore apparent that students do not experience much difficulty in attaining sufficient language skills to master the subjects they are required to learn through the language (ERIC 1995)."
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Immersion in Bilingual Education, 2005.
Examines the theory that immersion into a second language is a good method to acquire that language.
2,950 words (approx. 11.8 pages), 9 sources, APA, $ 87.95
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Abstract
The pros and cons of bilingual education continue as an argued debate across the United States. Unfortunately, much of the information on which people base their opinion is not correct. Numerous studies conducted over the past three decades show that bilingual education has been an effective educational tool. This paper shows that educators and other bilingual specialists are now also looking into other methodology, such as two-way or dual immersion, that can enhance the basic bilingual curriculum.
From the Paper
"Schools are finding that language development works both ways. Many Native American children, for example, have forgotten or have never known their original languages. So that the languages are not forgotten, kindergarten students learn everything from colors to numbers to animal names in Cherokee. Students are called by their native Indian names and speak in Cherokee for most of the day. These kindergartners are in the first Cherokee-immersion class in a U.S. public school. By teaching kids Cherokee and not just English, Lost City School in Oklahoma is working to help save a dying language."
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Teaching English as a Second Language, 2007.
This paper discusses the best way to impart a second language through a content-based and communicative immersion approach.
1,200 words (approx. 4.8 pages), 2 sources, MLA, $ 41.95
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Abstract
In this article the writer discusses that unlike teaching a student how to diagram a cell in biology class or how to deconstruct a poem in English class, the aim of foreign language education is not simply to teach students how to learn, but to impart a functional skill. This is especially true in English as a Second Language (ESL) education, where the students are acquiring a language that may become their primary language in their education or in their workplace. The writer points out that it is critical that students acquire language vocabulary that is likely to be useful for them in their daily lives, and that the students are quickly immersed in the language in a way that replicates their exposure to the language in daily life. In this paper, the writer looks at the communicative language teaching (CLT) approach, which stresses the fact that students learn to communicate through the action of communicating without merely learning about communicating in that language.
From the Paper
"Unlike a purely structuralist approach to teaching language that stresses learning foreign grammar structures in isolated and often unnatural ways, the technique of language content-based immersion exposes students to a new language in a holistic fashion. Even a successful structuralist method, such as the audiolingual method, in which the foreign language lessons are arranged on grammatical principles but in which the students are not responsible for any metalanguage tends to isolate grammatical principles from one another in a way that is not commensurate with how students are exposed to language in the lived environment outside of the classroom, and also tends to isolate acquiring vocabulary through intuition from correct grammatical usage. In contrast, communicative orientation in language teaching, with a student-focused perspective, is more evident in a content-based immersion approach. Such an approach encourages students use new expressions to impart their desired meaning in a way that enables them to truly communicate what they want to say in a given situation, rather than replicate the language patterns of a teacher by rote. A communication-focused approach also breaks down possible inhibitions about using the second language and making mistakes, as sometimes the English language is not even the main focus of the classroom, merely communicating something interesting about another subject."
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Second-Language Instruction, 1994.
This paper reviews educational literature that provides a sound rationale for second language instruction especially if begun in the elementary school: Research, methods, immersion programs, goals, language rules and behaviorist approach.
1,575 words (approx. 6.3 pages), 6 sources, $ 55.95
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From the Paper
"A survey of current educational literature provides a sound rationale for second language instruction, particularly if such learning begins early enough. Most students in the United States study a second language in secondary school; therefore, the issue is really the age at which a student begins foreign language study to best advantage. For the past four decades, educational researchers have stressed the value of teaching a second language in elementary school. Because results were mixed, elementary language programs gradually began to disappear in the same amount of time. Although the FLES, or Foreign Language in the Elementary School, movement of the fifties and sixties has had varying degrees of success in the United States, it remains more of a goal than a reality.
Before schools are willing to commit time and resources to ... "
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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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English Second Language (ESL) Methodology, 2004.
This paper discusses teaching strategies for English as a second language (ESL) in elementary schools.
1,310 words (approx. 5.2 pages), 7 sources, APA, $ 44.95
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Abstract
This paper explains that the prospects of a student learning a new language are the most favorable while the student is in elementary school. The paper points out that assistance from the child?s home cannot be expected because the parents believe that it is the school's job to teach the English language as part of the educational process. The paper contends that effective strategies, which bridge the communication gap, are those that engage the student in interactive processes, make connections between what is familiar to them in their home language and culture, and then assist them to assign the new language terms to the familiar objects.
Table of Contents
Introduction
Strategies and Implementation
Retelling Cultural Lore in the New Language
Total Physical Response
Immersion
Bilingual Immersion
TPR Projects and Homework
From the Paper
"The most costly deliver method for ESL teaching, a bilingual immersion approach so performed by the teacher by teaching for half of the day in English and by teaching the other half of the day in the native language. This approach is not accomplished by giving all the classroom instruction in both languages, but rather delivering all communication for half of the day in one language, and all the communication in the class during the second half of the day in the second language."
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Second Language Learners, 2007.
This paper discusses teaching methods for learning a second language and focuses on Stephen Krashen's theories on language acquisition.
750 words (approx. 3.0 pages), 6 sources, MLA, $ 26.95
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Abstract
In this article, the writer claims that one may say that Stephen Krashen is an advocate of total immersion teaching to encourage second language learning in and out of the classroom. The writer points out that Krashen's techniques are worth studying because they provide educators with new approaches to teaching a second language in the classroom. Further, the writer notes that his techniques and hypotheses also counter traditional lecture style teaching and encourage educators to adopt more comprehensive practices to help students master a new language. The writer concludes that Krashen's techniques are important to study because they can provide educators with new methods for teaching second languages to students in a helpful and comprehensible environment.
Outline:
Introduction
Acquisition Learning
Monitor
Natural Order
Input
Affective Filter
Summary and Conclusions
From the Paper
"This hypothesis is the basis of all other hypothesis presented by Krashen. The acquisition learning hypothesis focuses more on an individual's need to acquire skills in a second language than it focuses on the actual process of learning traditionally involved in a classroom setting. The whole basis of Krashen's concepts in fact, relies on one's ability to acquire language skills. The acquisition hypothesis suggests people have an acquired and learned system of entertaining a new language, with the acquisition process involving meaningful interaction in the "target language" . Using this hypothesis one may acquire language best through natural communications. Learned system process is the process of actually learning a language, like in a classroom environment."
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English as a Second Language, 2002.
A discussion of the effectiveness of traditional bilingual English as a second language (ESL) education systems.
1,537 words (approx. 6.1 pages), 21 sources, MLA, $ 50.95
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Abstract
This paper evaluates the issue of bilingual English as a second language (ESL) versus immersion styles for teaching English to non-native speakers. It has become an issue that seems to be one debated more often by uniformed politicians than real teachers in real classrooms serving real students with real personalities and histories. It discusses the difficulties in finding realistic measurement tools to assess effectiveness and evaluates what is currently available. It proposes different theories for a positive ESL learning environment through literature reviews which examine such issues as goals and quality of outcomes testing, instructional organization and curriculum and provides a summary table of components and indicators for an ideal instructional delivery system.
From the Paper
"As any educator must be aware the theory of standardized evaluation looks good but the actual results are often difficult to evaluate. Sometimes this difficulty is due to demographics of changing student bodies and other times changing test tactics or report tactics in the same test year. Furthermore another possible hurdle is that changes of report or test type from year to year make all those that came before it invalid as tools for comparison, because they are no longer measuring the same things, good intentions not ignored, the outcomes sometimes make a set of statistics nearly worthless for long term determination of the effectiveness of any program. (Kunnan, 1998, p. iii)"
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English as a Second Language (ESL).
This paper reviews English as a Second Language (ESL) bilingual programs, its history, legislation, and funding.
2,875 words (approx. 11.5 pages), 2 sources, MLA, $ 85.95
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Abstract
This paper explains that the influx of immigrants to the United States during the 18th and 19th centuries made it necessary to adopt policies regarding bilingual education; by the end of the 19th century, many states had adopted bilingual laws or provided bilingual instruction without creating formal legalization. The author points out that California's Proposition 227 is a threat to bilingualism within school curricula; therefore, supporters of ESL are attempting to have limited English proficiency listed as a special education need. The paper describes and evaluates three types of ESL instruction, including the withdrawal program, in which students are withdrawn from the classroom for instruction; submersion, in which students are placed in an English-only classroom with no additional help; and structured immersion, in which students are in an English environment, but the teacher, proficient in their native language, helps the student whenever difficulty arises with English in the classroom.
Table of Contents
History of Bilingual Education in the United States
Legislation Regarding Bilingual Education
Proposition 227
Type of Bilingual Program in the Classroom
Other Types of Bilingual Programs
Evaluation of Bilingual Programs
From the Paper
"According to this initiative, federal funds are provided to support English language learners (ELLs). The focus is thus entirely on teaching and learning English only. This is encouraged by "accountability" provisions, including the judgment of schools according to the number of ELLs reclassified as fluent English speakers. Furthermore, the failure to show progress in English learning will be punished. This appears to be a return to the earlier and paranoid legislation regarding language instruction during the World War I years. It also appears once again to be unconstitutional; schools are practically being forced to abandon all attention to native language instruction in favor of English-only instruction."
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Immersion Approach, 2002.
A look at the advantages and disadvantages of the immersion approach to teaching English as a second language.
3,160 words (approx. 12.6 pages), 6 sources, MLA, $ 91.95
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Abstract
This paper first introduces this method of teaching English to minority groups in the United States. It then looks at debates among academic about the effectiveness of this method and whether traditional bilingual methods of teaching are preferred. The writer explains the unique characteristics of this method and the advantages thereof to minority groups. It explains how the immersion approach is also used in Canada and compares this to the United States. It finally presents three various models of immersion approach teaching.
From the Paper
"Immersion approach is being widely used today in American schools for the purpose of teaching English to children of minority communities. It has been noticed that because of traditional bilingual educational methods, children whose first language was not English were unable to acquire proficiency in English language. This dismal performance of bilingual education resulted in the adoption of immersion program which was designed by Canadian educators in 1960s. The program has now turned into a political issue as some quarters feel it is rather imperialistic an approach. But the success of this method has left many critics speechless but still it is important to implement immersion in such a manner that children would become not only proficient in English but would also be able to read and write in their native language."
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Hispanic Immersion in the Classrooms, 2002.
An analysis of mainstreaming language minority students into English speaking classrooms.
1,800 words (approx. 7.2 pages), 11 sources, MLA, $ 57.95
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Abstract
This paper helps to show research studies on the effects of a language minority child in the bilingual education program. The paper outlines the immersion program, a new and controversial program, which is designed to get kids into normal classrooms after one year in a classroom learning English. This paper discusses the pros and cons socially as well as mentally for the child.
From the Paper
"Immersion is a relatively new development within education and is a form of bi-lingual education. Due to the increase of immigrants from different countries, many states have incorporated in their school systems teaching for the language-minority students. It has required many states to develop a system of bi-lingual education. Immersion programs are being introduced at a variety of levels within educational systems. There is much controversy about whether immersion is good for children that come into the schools without any knowledge or experience with the countries language. Like some researchers, I believe that total immersion or submersion is a ?non-approach? and that it has been described as a ?sink or swim? technique. My claim is that the only sufficient way to teach a language-minority child is to immerse them into English speaking classrooms while they are young and then mainstream them later with the other children after their language proficiency is complete. My intention is to show evidence to my audience that our country is spending billions of dollars every year to promote the bi-lingual classrooms and to persuade them that the only cost effective and learning proficient way is to completely immerse them into English speaking programs."
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Teaching Foreign Languages, 2005.
Examines the teaching of foreign languages in different formats.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
The foreign language requirement has long been a component of formal education. The paper shows that several different methods exist for teaching foreign languages, including submersion and various levels of immersion teaching. In addition, foreign language teaching can be either language-driven or content-driven. This paper compares and contrasts the different methods of teaching foreign languages through immersion and submersion.
From the Paper
"The language programs of the United States are based on Canadian French-language programs developed in the 1960's (Fortune and Tedick par. 3). Immersion, when used in teaching foreign languages, is the process of teaching the student using the language being taught for all or most of the school day."
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Bilingual Classrooms, 2007.
A study on the methods of teaching in multicultural contexts.
2,736 words (approx. 10.9 pages), 15 sources, MLA, $ 81.95
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Abstract
The paper discusses how the teaching of English learners in American classrooms has been a subject of debate for decades. The paper explains that most commonly, the conflict surrounds how much and to what extent the teaching should be done in the students' native languages. Three main methods have emerged that are the topic of review in this paper; structured immersion; dual language immersion and submersion. The paper points out that no method of teaching English learners is guaranteed. The paper concludes that until greater research is conducted, only partial recommendations can be made based on available research.
Outline:
Structured Immersion
Dual Language Immersion
Submersion
Conclusions
From the Paper
"Structured immersion, also called sheltered English immersion, teaches English language learners in self-contained classrooms. These classrooms, comprised on only English learners, are still instructed in English but are separated from mainstream classrooms for some allotted time (Rossell 2005). Structured immersion uses little acknowledgement of the native language of English learners, and does not require additional academic reinforcement at home (Attinasi 1998). This method has currently been adopted in California and Arizona, and also to some extent in Massachusetts."
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Mathematics Instruction in English in Bilingual Classrooms, 2005.
Research proposal for examining the effects of mathematics instruction in English in bilingual classrooms.
2,211 words (approx. 8.8 pages), 14 sources, APA, $ 68.95
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Abstract
This paper proposes a research project that would examine the effectiveness of English instruction of mathematics on Second Grade ELL (English language learners) students as compared to the effectiveness of instruction in their native language. The proposal is in response to the controversy surrounding the issue of how best to teach mathematics to children from non-English-speaking backgrounds, since it has been found that the best way for children to learn to use mathematics to organize, understand, compare, and interpret their experiences is by making a connection between mathematics and their everyday lives. The paper examines whether ELL students should be taught how to make this connection in their native language with gradual exposure to English in language classes, or whether they should be immersed in English as early as possible. The paper includes an annotated bibliography and an observation checklist of lessons taught in class.
Introduction
Setting
Problem/Issue
Research Question
Hypothesis
Methodology
Subjects
Instrumentation
Significance of the Study
From the Paper
"Mathematics is a powerful tool for interpreting the world. Research has shown that for children to learn how to use mathematics to organize, understand, compare, and interpret their experiences, mathematics must be connected to their lives. Such connections help students to make sense of mathematics and view it as relevant. There has, however, been controversy with regard to children from non-English backgrounds and the best ways to get them to make those connections. Questions are raised regarding how to instruct these children who are referred to as English language learners (ELL?s). Should they initially be taught in their native language with gradual exposure to English in language classes, or should they be immersed in English as early as possible."
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