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Teaching Language Arts, 2008.
This paper is a discussion by a science major on issues of teaching language arts presented through a professional portfolio.
3,500 words (approx. 14.0 pages), 5 sources, MLA, $ 98.95
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Abstract
This paper discusses four aspects of a professional portoflio addressing language arts teaching: promoting interest in a book, a double-entry journal, evaluation of student writing, and selecting professional resources. The paper also refers to a proposed five-year plan towards professional development so that language arts become more familiar and includes questions the author believes are important regarding future teaching practice, particularly in the preparation of classes.
Table of Contents:
Introduction
Four Aspects of a Professional Portfolio
Module I - Promoting Interest in a Book
Module II - A Double-Entry Journal
Module III - Evaluation of Student Writing
Module IV - Selecting Professional Resources
Three Big Ideas for the Future
I - Assessing Students
II - Promoting Listening Skills
III - Writing Strategies
Five-Year Development Plan
Questions to Ask Myself
From the Paper
"The student should feel that he or she can err on the side of English using words of one syllable, as long as the meaning is cogent, as opposed to feeling that he or she must use the latest phrase or terminology learned. There needs to be reinforcement, too, of the world as often without 'Spell check' and towards appreciation for what a person knows how to write by hand, spotting errors in time, or what might be expressed differently to better effect. Students learn that there is more to writing than word processing, in effect, as it is an intensely creative activity."
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Technology and Language Arts, 2007.
This paper is a meta-review of the literature about the use of technology in the teaching of language arts.
7,070 words (approx. 28.3 pages), 98 sources, APA, $ 158.95
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Abstract
This paper explains that language arts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the language arts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because language arts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.
Table of Contents:
Introduction
Case History of Technology and Language Arts
The Impact of Technology on Education
Obstacles to Using Technology
Technology and Language Arts
Conclusion
From the Paper
"The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."
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Language Arts Education, 2007.
This paper discusses the development of a philosophy of language arts education for grades 7-12.
2,800 words (approx. 11.2 pages), 12 sources, APA, $ 83.95
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Abstract
This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper
"Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
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Teaching Foreign Language to Infants, 2007.
An analysis of the benefits of teaching foreign languages to young children.
2,634 words (approx. 10.5 pages), 8 sources, MLA, $ 79.95
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Abstract
This paper discusses the benefits of teaching infants a foreign language. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreign language. The paper goes on to discuss the advantages of specifically learning the foreign language while still young, particularly focusing on the cognitive effects on the brain.
Table of Contents:
Introduction
Knowing a Foreign Language
Advantages Knowing a Foreign Language
Learning a Foreign Language While Young
Cognitive Effects to the Brain
Conclusion
From the Paper
"Teaching an infant with a foreign language may be a hard task. This entails perseverance and strong commitment from the teacher (or the parent). This will also require full understanding, not only of the language itself, but also of the needs of the infant. But this task is beneficial and will prove to be very useful as the infant grown old.
However, it should be noted that the success of teaching an infant to learn a foreign language lies on the hand of the educators. To them lies the secret of successfully teaching the child of their second language. If they know how to treat and teach a child (of barely less that 5 years of age, or even less), then it will not be a difficult task for the child to adopt very well on the said foreign language. It somehow goes like this... an educator, or the parents for that matter, initially teaches the child with the second language... and then the child will do the rest."
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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 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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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 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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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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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 Language Comprehension, 2008.
This paper reviews an article by Roberta E. Dorr, "Something Old is New Again."
1,025 words (approx. 4.1 pages), 1 source, APA, $ 36.95
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Abstract
The paper provides a summary of Dorr's article; "Something Old is New Again," and offers a strong commendation of the article. Specifically, the author of this paper finds Dorr's article to be lucid, detailed, well-thought-out, judicious in its use of illustrations and clearly aimed at serving as a practical model for teachers. The writer shows how Dorr uses a wide range of scholarly materials to bolster her contention that the language experience approach (LEA) is a premier means of teaching language comprehension.
From the Paper
"Roberta Dorr's article, "Something old is new again," is an excellent introduction to the complicated matter of teaching children how to read with comprehension and insight. The author insists that her avowed aim is to reinforce the old idea, first articulated by Vygotsky, that cognitive development in children is facilitated when abstract concepts introduced in the classroom setting are linked to the child's experiences in everyday life. To put the matter another way, a skilled teacher will access the knowledge children already possess and use this prior knowledge to render comprehensible that which is being read or taught to them. Dorr's article illustrates how this approach can be put into successful practice through a modified Language Experience Approach (LEA) wherein the literacy experience is placed at the end of lessons rather than at the beginning."
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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 Language, 1993.
An analysis of the methodologies and learning theory including cognition, communicative approach, structuralism, learner-centered model and methods (grammar-translation, direct, audiolingual, silent way and eclecticism).
3,600 words (approx. 14.4 pages), 11 sources, $ 127.95
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From the Paper
"Methodological Eclecticism In Tesol
"Eclectic", remarks Atkinson (1988, p. 42), "is one of the buzz words in TEFL at present, in part due to the realization that for the foreseeable future good language teaching is likely to continue to be based more on common sense, insights drawn from classroom experience, informed discussion among teachers, etc., than on any monolithic model of second language acquisition or all-embracing theory of learning . . . ". One problem with this position is that your "common sense" and your "insights" are apt to be different from mine. Another is that "discussion among teachers", though valuable, is often a futile exercise in the blind leading the blind. No one with some knowledge of pedagogy and psychology would advocate a "monolithic model" of anything in teaching today. However, unless one has some theoretical..."
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ICT & Teaching Foreign Languages, 2006.
A look at how information computer technologies could be used to improve the teaching and learning processess in foreign language classes.
7,042 words (approx. 28.2 pages), 23 sources, MLA, $ 158.95
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Abstract
This paper takes an in-depth look at the use of information computer technologies (ICT) as a tool for teaching foreign languages, focusing specifically on English and Arabic. The purpose of this study is to determine how ICT resources are currently being used in secondary classrooms in the United Kingdom and Egypt to determine how these can be better used for language education applications. The study proposes to accomplish this goal through a critical review of the relevant and scholarly literature, together with a statistical analysis of grade point averages before and after ICT initiatives were used, as well as a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK.
Table of Contents
Abstract
Chapter 1: Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Definition of Terms
Chapter 2: Review of Related Literature
Chapter 3: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Population
From the Paper
"Information and communications technologies have changed the way people all over the world go about learning and earning their livings in many ways, and these same innovations have also provided new opportunities for communicating and participating in a country's social and civic life (Lonergan, 2000). In this regard, Eamon (2004) points to the numerous examples of daily newspapers, research, and government and private information on a variety of important social and civic topics being increasingly available in online formats and the computer and Internet technologies that provide a variety of communication methods such as electronic-mail, instant messages, listserves, and chatrooms. Clearly, a lack of access to such ICT resources places young learners in any setting at an educational and social disadvantage compared to those who do have such access, but simply providing access to ICT-based resources is not sufficient, but rather requires a broad-based approach that recognizes the unique needs and capabilities of a given set of students (Eamon, 2004). "
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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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