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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, $ 83.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the 'Flemish' where the French-speaking Belgians are called 'Walloons'. Dutch spoken by Belgians is also referred to as 'Flemish', which is not a literary form of the language, but a spoken 'dialect'. They are different varieties of the same language."
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Second Language Acquisition: Noam Chomsky, 1993.
Discusses Chomsky's theory of language acquisition, in which there exists some sort of "language organ" that makes language possible for humans & impossible for animals.
675 words (approx. 2.7 pages), 9 sources, $ 23.95
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From the Paper
"Nativist Theories of Second Language Acquisition: Noam Chomsky
Introduction
According to Larsen-Freeman and Long (1991), nativist theories posit the existence of a specific, innate biological capacity or organ that makes learning possible. Some of those nativist theories are specific to language acquisition, with Noam Chomsky perhaps the earliest and foremost exponent of the theory that language acquisition follows a universal pattern based on an innate language organ, or system of hard-wiring within the brain.
Noam Chomsky and Universal Grammar
Chomsky became most visible in his struggles with the researchers who were working with chimpanzees and gorillas to ..."
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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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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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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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Teaching English as Foreign Language, 1993.
Examines behavioral & humanistic approaches & critiques methods (Silent Way, Suggestopedia, Natural Language, Community Language Learning).
2,700 words (approx. 10.8 pages), 13 sources, $ 95.95
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From the Paper
"LEARNING PREMISES OF BASIC APPROACHES AND OF SOME METHODS USED IN
TEACHING ENGLISH AS A FOREIGN LANGUAGE
"Language teaching is a field where fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture" (Celce-Murcia, 1991, p. 3). Yet, to try and understand the processes of language learning and language teaching, learning and acquisition methodologies-however eclectic--need theoretical underpinnings. Today, many linguists--whether concerned with theoretical or applied research--tend to categorize teaching/learning approaches into the behavioral approach and the humanistic approach.
Behaviorism (Pavlov-the-Precursor, Watson-the-Originator, Skinner-the-Popularizer, Bloomfield, and others) considers behavior as the product of heredity and environment, and, more.."
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Structured Query Language, 2003.
The following paper examines the computer language, SQL which stands for "Structured Query Language" and shows how this computer language allows a user to pose complex questions of a database.
2,380 words (approx. 9.5 pages), 4 sources, $ 72.95
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Abstract
This paper examines how SQL is designed to work with relational databases and contends that it is essential to understand the nature of relational databases to understand both the way in which SQLs work and why there is a need for SQLs to begin with.
From the paper:
"It should be noted that there are related variations on SQL statements. For example, instead of using an SQL statement, it is possible to represent queries in tabular form; this is also known as the query-by-example (or QBE) and it creates a display that is in empty tabular form, which then requires the searcher to enter the search specifications into appropriate columns. The program then constructs an SQL-like query from the table and executes it (http://cloud.al.ru)."
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Language, Thought and Perception, 2008.
An analysis of the influence of language upon thought and perception, and the influence of thought and perception upon language.
1,968 words (approx. 7.9 pages), 6 sources, MLA, $ 62.95
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Abstract
How much does our language influence what we can think and perceive? Indeed, does our language control what we can think and perceive? Conversely, do our thoughts and perceptions influence or even control our language? This paper explores these questions, and shows that - while it is difficult to say which comes first, as the process is clearly somewhat circular - it does seem that culture influences language more than language influences culture.
From the Paper
"Theories such as the Sapir-Whorf hypothesis, which combine linguistic relativity and linguistic determinism, are useful in that they remind us of the relationships between culture and language. For example, in Canada the many aboriginal languages have died - and in terms of this hypothesis, this is one of the important reasons why aboriginal cultures are under threat. On the other hand, in South Africa, despite decades of colonial rule and then apartheid, the indigenous languages, such as Zulu and Xhosa, remained very strong. This was reflected in the fact that the indigenous cultures remained very strong - so it is certainly possible that the survival of the languages enabled the survival of the cultures. "
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Revival of the Kaurna Language, 2007.
This paper focuses on why the Kaurna language was revived and how it was accomplished.
1,781 words (approx. 7.1 pages), 9 sources, APA, $ 57.95
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Abstract
In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper
"These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
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Bilingualism and First Language Loss, 2003.
This paper discusses the linguistic phenomena of bilingualism and first language loss and presents suggestions for advocating multilingual education.
5,115 words (approx. 20.5 pages), 23 sources, APA, $ 128.95
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Abstract
This paper explains that bilinguals are not inferior to monolinguals in any way; however, there still exist various stereotypes against bilinguals, which range from the claim by professions, such as speech therapists and medical doctors, that hearing two or more languages in childhood causes language disorder and language delay to the idea that bilinguals are slow learners and are losers in life. The paper reports that in order to fit themselves into school and society, some young bilinguals begin to learn English and, as soon as they have learned barely enough to get by, use their home languages less and less until they gradually lose it totally: This phenomenon is first language loss. The author stresses that first language loss is not a "necessary or inevitable outcome" when children acquire a second language.
Table of Content
Introduction
Bilingualism
Types of Bilingualism
Studies on Bilingualism
First Language Loss
Process of First Language Loss
Consequences of First Language Loss
Fostering a Positive Linguistic Environment
Conclusion
From the Paper
"From these accounts, it is apparent that two major consequences of first language loss lie on family relationship and the crises of self-image and cultural identity. As far as family relationship is concerned, there is a lot of "shame, anger, frustration, and embarrassment attached to the loss of a first language". To the individuals, a negative self-image was common, resulting either from coming from non-English speaking families or being an outsider of their own ethnic group. At the same time, these people are usually haunted by the uncertainty of their own identity, because they are unable to identify themselves with either their home language culture or the dominant English culture. Besides, along the process of growing up into monolinguals in English, they were all neglected, isolated, and despised in one way or another. Life has been a constant struggle to them simply because they happen to have been born into non-English speaking families."
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Bilingual Language Development, 2004.
An exploration of the process of double language acquisition by children.
2,676 words (approx. 10.7 pages), 11 sources, MLA, $ 80.95
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Abstract
This paper examines how there are several different ways to expose children to a second language. It looks at how some children are exposed to two languages since birth and how others are exposed to a second language once they enter a school program. It discusses how the process of double language acquisition is not so smooth and how there are a few discrepancies in fluency and language confusion to be taken into account.
Outline
Introduction
How Children Learn Two Languages
Stages of Development
Code Switching
Language Mixing
Two Languages, One Sentence: Not a Sign of Confusion
Language Imbalance
Language Loss and Semilingualism
Conclusion
From the Paper
"For some bilingual children, code switching is a normal language phenomenon. While some children acquiring a second language appear to confuse the two languages at first, code switching is a normal aspect of second language acquisition. Young bilingual children tend to insert single items from one language into the other (McClure, 1977), primarily to resolve ambiguities and clarify statements. Children over nine and adults, however, tend to switch languages at the phrase or sentence level, typically to convey social meanings. Studies of code switching in adults show it to be a sophisticated, rule-governed communicative device used to achieve goals such as conveying emphasis or establishing cultural identity."
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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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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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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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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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