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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, $ 53.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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Teaching English as a Foreign Language, 2005.
An in-depth research paper examining the difficulties and challenges of teaching English as a second language.
19,400 words (approx. 77.6 pages), 30 sources, MLA, $ 249.95
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Abstract
This paper describes the many difficulties associated with teaching English as a second language and argues that the most successful approach to teaching English to non-English speaking students, given these difficulties, is a one-on-one approach between the instructor and the student and computer supplementation.
Outline
Introduction: The nature of the ESL Problem
Methodology
One-on-One Language Instruction
Motivation
Use of Computers and the Internet to Teach English as a Foreign
Language
Case Study
Conclusion
From the Paper
"Globalization is bound to increase the already large numbers of students for whom English is a second language, whether those students are migrating within the European Union to Great Britain or Ireland, or to the United States. In the United States, arguably, much of the growth in number of students learning English as a second language is due to NAFTA and other migration within the two American continents. In the European Union, much immigration is likely to be from the eastern nations, as well as from the historic sources of migration into Great Britain, Asia and India."
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Teaching the English Language in the US, 2007.
This paper discusses important factors in teaching English as a second language in the United States.
4,752 words (approx. 19.0 pages), 10 sources, APA, $ 122.95
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Abstract
This paper examines several factors that determine success in the English-as-a-second-language classroom. The author argues that English is the necessary skill by which immigrants integrate into American society. Additionally, the author cites the linguistic paradox that exists in American society-- on the one hand, it encourages and honors diversity while on the other hand it encourages foreigners to learn English to the exclusion of their mother tongue. The paper concludes by stating language learning must be focused on the individual's learning style and needs whenever possible.
Outline:
Introduction
Definitions and Theories of Culture and Learning
The Significance of Sociocultural Theory
Bibliography
From the Paper
"Since its inception, the United States have been a mix of many cultures. At the time of the first colonialists, the country was seen as a place of opportunity and prosperity for any who would make use of the vast resources offered. The immigration trend, despite all evidence to the effect that the opportunities offered are indeed not as vast as believed at first, continues to this day. This has created some difficulty in terms of culture and language, as immigrants attempted to integrate themselves into the United States and its workplace and schools while attempting to retain some of the culture that was their own since birth. In the L2 classroom then, it is vitally important to take into account matters of culture and the influence of this on learning."
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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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Community Colleges and Teaching English as a Second Language, 2002.
An overview of of teaching ESL to adult learners of diverse cultural backgrounds in community colleges.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
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Abstract
This paper is a discussion of teaching English as a second language at the community college level. Specifically, the process and style of adult learning is discussed and then related back to the specific challenges of teaching ESL to adult learners of diverse cultural backgrounds.
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Teaching the English Language, 2007.
A look at language development in school-aged children.
940 words (approx. 3.8 pages), 1 source, MLA, $ 33.95
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Abstract
The paper discusses four aspects of learning English. The paper explains that many students today are from different nationalities and backgrounds, with different cultural ideas and English as a second language. The paper addresses the language and cultural boundaries that exist in many schools between teachers and students. The paper looks at the problem of dyslexia, a lack of phonological awareness and problems with syntax and/or semantics. The paper points out that it is important to teach children about figurative language and how to use it correctly; including metaphors, idioms and proverbs. The paper also talks about the use of conjunctions and independent and dependent clauses that are of importance in school-age learning.
From the Paper
"The diversity that is being seen more and more today in schools would be thought to be good, but it can actually be difficult for students. This is largely because most teachers in this country are white and speak English as their only language. In contrast to this, their students are from many different nationalities and backgrounds. They also have different cultural ideas and many speak English as a second language, and often not very well. There are more and more immigrants coming into this country today, and so there are many more children that must be taught. These children are getting an education, but there is some concern over whether they are really getting the high quality of education that they want and need because of language and cultural boundaries that still exist in many schools between teachers and students."
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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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Teaching English as a Second Language (ESL), 2004.
This paper discusses the process and research on learning a second language (ESL).
1,555 words (approx. 6.2 pages), 6 sources, APA, $ 51.95
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Abstract
This paper explains that there are many different ways to teach a student a second language, and every teacher must find a principle or practice that works with his or her teaching methods. The author points out that students learn the art of conversation from their peers, not just through vocabulary and grammar lessons. The paper relates the stages of acquiring a second language are pre-production (no speech), early production (limited vocabulary), speech emergence (increase in comprehension, listening and speech), and nearly fluent (express their ideas in both oral and written communication).
From the Paper
"The Acquisition-Learning hypothesis is the most fundamental of Krashen?s theory. There are two independent systems of second language performance--the acquired system and the learned system. The acquired system is the result of a subconscious process much like how a person learns their first language. The person must have significant dealings in the language in which they wish to learn."
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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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English as a Second Language (ESL), 2002.
A discussion of the theories behind teaching methodologies for English as a second language.
2,642 words (approx. 10.6 pages), 13 sources, MLA, $ 79.95
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Abstract
This paper examines, how over the years, a number of theories have been developed that define the ways that reading instruction should be taught to students of English as a Second Language. It discusses how English as a second language instruction should be based upon the students? background knowledge, which involves a number of areas, including cultural background and identity, fluency in a primary language and the ease in transition leading to the acquisition of a new language. It analyzes how, if these principles are behind the development of ESL curricula, students will gain the maximum benefits in their English instruction, including spoken and written language as well as the reading of English texts.
Outline:
Introduction to Background Knowledge
Reading Instruction and Background Knowledge
Classroom Strategies for English as a Second Language Students
Issues in the Development of English Proficiency
Background Knowledge and Study Skills for ESL Students
Conclusion
From the Paper
"In addition to the potential established in learning a new language, English as a Second Language instructors must evaluate their students? fluency in their native tongues in order to determine the ease in which they will transition to obtaining new language skills (VanDuzer 2). This practice is largely determined by the student?s cultural background, but all English language students will share a similar experience in learning to read in English and will approach the subject differently from how native English speakers confront it (VanDuzer 2). Rueda (15) also confirms this theory in his work that demonstrates that the use of cultural tools in English language instruction will enhance the sociocultural aspects of learning. "
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English, 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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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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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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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, $ 41.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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English Language Acquisition, 2007.
This paper discusses cooperative learning and language acquisition for English language learners.
2,844 words (approx. 11.4 pages), 9 sources, MLA, $ 84.95
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Abstract
In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to English language learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the English language in a relaxed cooperative learning situation than in the formal classroom instructional environment. This work attempts to discover, through a qualitative review of literature and a qualitative method of applied case study through the instrument of the survey/questionnaire, to understand this phenomena in the acquisition of the English language by students in the school and classroom environment. The writer concludes that the cooperative classroom in English language learning has been shown to be effective in a student's acquisition of the English language.
Outline:
Introduction
Statement of Problem
Literature Review
Research Objectives
Hypothesis/Research Questions
Research Design
Assumptions and Limitations
Data Analysis (Questionnaire - Primary Data)
Limitations/Research Ethics
Conclusions
From the Paper
"It is assumed that the teachers in the survey know what cooperative learning actually is and that the teacher has used it consistently for at least one semester of the school year prior to the conduction of this study. It is further assumed that the students interviewed in this survey are not schooled in what cooperative learning actually is in terms of theoretical framework and case study research or techniques or methods of delivering instruction and that their view will be unclouded by this aspect of the learning environment. Limitations exist in this study in that there may be other varying factors that influence the acquisition of the English language, however this research proposal has attempted to allow for that in the instrument used for gathering data or the survey/questionnaire through asking relevant questions as to the home environment and other factors in the life of the student that might be the factor for more success in language acquisition in the school environment."
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