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Urban English Language Learners (ELL), 2006.
This paper is a complete research project to test the effectiveness of community/ collaborative-based learning approaches on urban English language learners (ELL).
3,755 words (approx. 15.0 pages), 8 sources, MLA, $ 103.95
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Abstract
This paper supports the hypothesis, based on preliminary literature research, that English language acquisition among urban students would be better facilitated through a community/collaborative based learning methodology, which is more likely to incorporate participative instruction, encourage collaboration in the classroom and include the use of technology, as opposed to traditional, linear methods. The paper points out that the subjects for this study were students from a South Bronx community school district, which is charachterized by lower incomes and is predominately Hispanic but also includes individuals with diverse ethnic heritages such as American Indian, Asian, African American and Caucasian. The paper relates that the design of this research study was (1) a random assignment of subjects, (2) within a two group pretest-posttest design and (3) with an untreated control group.
Table of Contents:
Statement of the Problem
Literature Review
Hypothesis
Method
Subjects
Instruments
Design
Assignment Summary
Procedure
Results
Discussion
Appendix 1: Directions for Administering the SOLOM
Appendix 2: Post Study Survey and Directions for Administering
Appendix 3: Table of Results
From the Paper
"There was also a limitation in regard to the instructor's observations of the students in an effort to complete the SOLOM matrix. The halo effect, or the individual biases of the instructor, may have biased their reporting of the language skills of students in either the pretest or the posttest. Additionally, the halo effect can bias observers from one category to the next. In other words, if an instructor rated a student particularly highly in reading comprehension, that instructor may also rate the student highly in other areas, even if the student is undeserving."
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, $ 78.95
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Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
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English Language Learners, 2006.
This paper discusses what methods are best suited to meet the needs of rural English Language Learners.
2,115 words (approx. 8.5 pages), 12 sources, MLA, $ 66.95
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Abstract
This paper explains how ELL students (English language learners) have a higher potential to fail in school, particularly those from rural poor areas for many reasons. The paper examines what methods appear to work better for ELL to effectively acquire mastery of the English language. The paper researches this question and concludes that English language acquisition among rural students in the South Bronx is best facilitated through a community based learning methodology. Such a method is more likely to take into consideration the students' culture and familial background, which studies suggest are vital to English language acquisition in the classroom.
Contents:
Problem Statement
Research Question
Literature Review
Cooperative Learning
Hypothesis
From the Paper
"According to recent studies published by the National Clearinghouse for Bilingual Education (2002) more and more students are entering the U.S. public school system with languages other than English as their primary language (Mohr 18). Rapid proficiency of the English language is often very difficult, though many schools tend to focus on this rather than focus on finding effective teaching strategies or the most appropriate instruction for ELL's (Mohr 18). It is vital that educators find ways to better instruct and support ELL's using "an invigorated approach" that maximizes language acquisitions and encourages strong commitment from teachers and students (Mohr 18)."
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English Language Learners, 2004.
A look at English Language Learners in U.S. classrooms, some of the challenges they face and misconceptions about this student group.
1,130 words (approx. 4.5 pages), 9 sources, APA, $ 39.95
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Abstract
This paper discusses the myths and misconceptions of English Language Learners. The paper focuses on the training of Ell teachers, difficulties in teaching Ell and a brief discussion on strategies of effective Ell teaching.
From the Paper
"During the last decade, the number of English Language Learners (ELLs) has risen significantly in classrooms all over the US with the increasing diversity of American society. ELLs, as a group, has consistently fared far worse in standardized testing than their peers, especially in the case of language arts tests. Essentially, state tests indicate that ELL students typically score..."
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English-Language Learner, 2007.
An analysis of the effects that a lack of primary English language skills has on the students in primary and secondary grades in the United States.
1,453 words (approx. 5.8 pages), 10 sources, MLA, $ 48.95
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Abstract
This paper discusses the situation in the United States for English-language learner (ELL) and English as a second language (ESL) students. It particularly describes the effects of a lack of primary English language skills on the students in primary and secondary grades. It also discusses the effects of these students receiving much of their instruction from content-area teachers or para-educators. The paper offers brief recommendations to improve the situation for ESL and ELL students.
From the Paper
"As a result of those policies and practices, many ELLs receive much of their instruction from content-area teachers or para-educators who have not had appropriate preparation or professional development to address their second-language development needs or to make content instruction comprehensible. This situation hinders their academic success. Not only do teachers need more preparation to work with ELLs but they also need to know the type of instruction that is most effective for these students, a population whose growing numbers requires that educators take a serious look at their instructional programs. Therefore, it is evident that the best course of action is preparation. With proper preparation and understanding, teachers will be better suited to aid ELLs/ESL's. (Echevarria, Short & Powers, 2006)"
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Immigrant English Language Learning, 2007.
This paper looks at how No Child Left Behind Act attempts to involve the parents of immigrant students in their English language learning.
2,089 words (approx. 8.4 pages), 9 sources, MLA, $ 65.95
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Abstract
In this article, the writer discusses that the No Child Left Behind Act (NCLB) makes it imperative upon the schools to overcome the cultural barrier to English Language Learning (ELL) by establishing a means of communication with the parents. The writer suggests that schools could invite the parents of immigrant families to such school activities as classroom demonstrations of different culture or presentations of awards for children's accomplishments. In communicating and coordinating with parents, it is suggested that the schools use the immigrants' language and may thus need to hire special translators for the purpose. The writer notes that a common perception among immigrant parents is that English is the language of a rich and powerful postindustrial society, whereas their native language is less impressive and commands less respect. The writer concludes that language learning, according to experts, is an interactive activity as dependent on social context as it is on cognitive transfer.
Outline:
Introduction
Legal Issues
School Community
Language Issues
From the Paper
"English language learners are children of newly arrived immigrants in the US, refugees from war-torn countries or immigrants with a language other than English spoken at home. Whatever the circumstances that drove these families to make the US their new home, their children have even varying levels of education in their primary language, such that their ability to learn English fast and efficiently as their chief means of assimilating into American society becomes an extremely challenging task for the US school system. This shows in national and state surveys indicating that ethnic and racial minority children are the most at-risk group in social institutions, with the most significant academic underachievement, high poverty rates, high teen pregnancy rates, low skill levels, and low-paying employment opportunities. The projection is that by 2015 over 50 percent of all students in K-12 public schools across the US will be ELL students, boosting the number of this school population that has the highest dropout rate and the lowest ranking in academic achievement and expectations. The phenomenon necessarily speaks ill of the American public school system."
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Diversity and Inclusion in English Language Classrooms, 2005.
A look at the challenges facing the English teacher when teaching students whose native language is not English.
1,195 words (approx. 4.8 pages), 9 sources, MLA, $ 40.95
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Abstract
This paper examines how almost every teacher in America is faced with the challenge of teaching English language learners (ELL) due to the cultural diversity of this country. It discusses how it is important for all teachers to be aware of the many strategies that can be used in the classroom to help their ELL students learn not only the English language but also the rest of the academic subjects being taught to the rest of the students. The paper concludes that teaching every student successfully is vital to the future of America since today's students are tomorrows working adults.
From the Paper
"The strategy of using pre-instructional activities such as graphic organizers, semantic webbing, and mapping can be used effectively to help ELL students understand what they are learning. Before starting a reading assignment it is helpful to graph or map the information that will be discussed using a webbing format. If the reading assignment centers on a moral lesson, the teacher can guide the class through a discussion of what moral character is and what some important moral characteristics are to them. After discussing and mapping the concept of moral character with the entire class the ELL students will be more likely to understand the reading assignment. Using webbing and mapping can also help the teacher "determine where the students stand in relation to the content of the upcoming lesson" (Tips for teaching, n.d.). "
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Urban and Rural English Culture, 2002.
Comparing & contrasting urban & rural cultures in contemporary England.
5,471 words (approx. 21.9 pages), 12 sources, MLA, $ 134.95
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Abstract
This comparison is limited to England, and does not consider the other regions of Great Britain—Scotland, Wales, and Northern Ireland. This paper concentrates on urban culture, and refers to lifestyles, outlooks and social environments in the urban areas of cities such as London, Manchester, Birmingham and Liverpool. Rural culture, as the term is used in this comparison, refers to lifestyles, outlooks, and social environments not only in the villages and farm country of England but also to the same factors prevalent in smaller cities and towns located outside the urban rings surrounding England’s larger cities.
Introduction
The Approach to Comparing and Contrasting Urban and Rural Cultures
The Myth of England?s Rural Edens
Issues and Factors Differentiating Urban and Rural Cultures
Land Use and Control
The Animal Dichotomy
Roaming the Land
Social Factors
Conclusion
From the Paper
"Neither the differences nor the similarities between urban and rural cultures in England may be fully appreciated through the recitation of masses of statistics concerning the proportions of school leavers, the underemployed, the poorly housed, or any of the other macro-statistical of which economists and politicians are so enamoured. Rather, the variations in outlooks on life that drive frequently conflicting goals between urban and rural populations, the intrusion of modern social ills that threaten to engulf urban and rural culture alike, and mythology about the realities of urban and rural life are the more meaningful contexts within which urban and rural cultures in England may be compared and contrasted."
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Cooperative Learning and English Language Learners, 2004.
Presents an overview of why cooperative learning strategy is a preferred instructional strategy in linguistically diverse classrooms.
4,062 words (approx. 16.2 pages), 4 sources, APA, $ 109.95
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Abstract
This research paper begins with an introduction to cooperative learning strategy. The author then chose three articles that show how research over the years examine the way cooperative learning in bilingual classrooms benefits limited English proficient students and what activities teachers can integrate in classrooms in order to meet the needs of diverse language learners. The summary of the articles is followed by a discussion, specific examples of the implications for classroom practice, and ways that one can apply theory to practice.
From the Paper
"It is a challenge today for educators to meet the needs of culturally and linguistically diverse students. Yet, cooperative learning instructional strategy is found to be one of the most effective ways to promote successful academic achievement, language acquisition, and social development for English language learners. When classroom activities are meaningful, interesting, and relevant, learning is occurring at every level. In successfully organized groups, language minority students will gain proficiency in English, and their native language."
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ELL Programs in the Modern California School District, 2005.
Examines specific programs used in one school district to enhance the learning of ELL (English Language Learners) students.
2,865 words (approx. 11.5 pages), 7 sources, APA, $ 85.95
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Abstract
Modern classrooms must implement several programs to offer an effective educational curriculum to special needs students such as English Language Learners (ELL). Programs will differ from school to school or district to district depending upon demographics and resources available. This paper shows that the several programs offered in the Redlands Unified School District take such considerations into account. The district offers a comprehensive program to start ELL students on their transition to the general education mainstream classroom starting in kindergarten. The paper shows that the students and their parents are offered techniques to obtain the proper education while they learn English. The programs used there, plus several others, are making the California classroom a less stressful and more productive place for ELL students to learn.
From the Paper
"Orando and Rothstein (as cited in Slavin, 2003) state that the educational system is presented with a dilemma when it comes to limited English proficient students. The dilemma is this: The students need to learn English in order to function in society, but how much instruction should they get in their first language? English language learners (ELL) need more aid in learning all subjects because they are also trying to learn English at the same time (Johnson, Musial, Hall, Gollnick & Dupuis, 2005). Those that do speak some English may speak it with an accent or in a dialect and thus feel more comfortable using their primary language during some lessons (Lewis & Doorlag, 2003)."
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Functional Assessment and Intervention System, 2007.
An analysis of the importance of functional assessment and intervention systems for English language learner (ELL) students.
1,487 words (approx. 5.9 pages), 4 sources, MLA, $ 49.95
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Abstract
This paper identifies and evaluates the assessment evaluation test called FAIS, or Functional Assessment and Intervention System, as it relates to English language learner (ELL) students. The paper concludes that functional assessment and intervention systems offer a new guiding light for the future of ELL students and, as a result, all schools should be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.
From the Paper
"Other problems affecting a functional assessment of ELL learners would have to do with student absences due to illness, suspension, an inability to meet with parents or siblings, or school cancellations. The lack of an individual functional analysis is a criticism that could be directly applied to the ELL student, because in their case, a better intervention plan could be written based on an individual analysis only. Research estimates that the future of "bilingual education" will directly affect one out of four public school students and have a significant impact on almost every school (E-Source Online, 2005). In such cases, interventions derived from functional assessment could also be subjected to further experimental tests, including an analysis of variables in single-participant designs (Schcill, 1996). Finally, during the process of implementing a functional assessment and intervention system, teachers and educators must develop multi-step programs that utilize existing skills and the theory that knowledge of the functions causing learning problems can be used to shape more effective learning potential."
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Urbanization and Rural Urban Migration in China, 2006.
A discussion on the emerging-entrepreneurial class and rural urban migrations in China.
1,800 words (approx. 7.2 pages), 6 sources, $ 71.95
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Abstract
This paper discusses urbanization and rural urban migration in developing countries. In particular, the paper discusses the role that the entrepreneurial class, made up most of rural peasant migrants, has had on China. Basically these individuals are responsible for all of the political and economic changes in China.
From the Paper
"Urbanization and rural-urban migrations are two very closely related phenomena. According to K. Jegasothy in "Population and Rural-Urban Environmental Interactions in Developing Countries," urbanization is conventionally defined as a process of spatial movement of a population towards towns and cities and their resulting expansion" (Jegasothy 1031). Urbanization is the direct result of rural-urban migrations. This is because urbanization is caused by people from rural areas moving into cities and towns. The rate of urbanization and rural-urban migrations has been increasing in recent decades."
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First & Second Language Acquisition, 2006.
A review of first and second language acquisition and teaching focusing on Malaysian native speakers.
1,556 words (approx. 6.2 pages), 8 sources, MLA, $ 51.95
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Abstract
This paper addresses the manner in which knowledge on first and second language acquisition and learning, can contribute to a better, effective teaching of second languages, taking the Malaysian native speaker into consideration.. According to the paper, research indicates that almost a quarter of the kindergarten through twelfth grade students in the United States cannot function academically in English, and thus have been termed "English Language Learners" (ELL).
From the Paper
"A 2001 study conducted by Hawkins investigated the effect of total language immersion as opposed to ESL pullout programs on the achievement of eighth grade immigrant students in a rural American school. The review of related literature supported the idea that total language immersion was more beneficial than ESL pullout programs for immigrant students who were mainstreamed into the American school system (Hawkins, 2001). In the study, two groups of students were given an essay pre-test in August. The experimental group was mainstreamed within the regular classroom population while the non-experimental group was pulled out of the regular classroom and instructed by the ESL teacher using a regular classroom teacher's lesson plans (Hawkins, 2001). Both groups of students were instructed at similar times of the day using the identical lessons and assignments. In December, both groups were tested using an essay post-test and graded the same way as the pre-test. The results of the study concluded that the total immersion was more effective in raising the written essay scores of the experimental group (Hawkins, 2001). "
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E-Learners, 2007.
This paper is a research proposal to identify the differences in the motivation orientations, age and demographic factors of successful learners and poor learners in an e-learning environment.
7,010 words (approx. 28.0 pages), 62 sources, APA, $ 157.95
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Abstract
This paper explains that, if e-learning administrators and faculty were able to identify specific characteristics, including potential motivation orientations that contribute to successful learner choices, they would be better equipped to properly align current and prospective students with appropriate e-learning courses and programs and thereby increase students' chances for educational success. The author proposes a quantitative causal comparative study using inferential statistical analysis. The paper points out that five independent variables are motivation orientations, family status, employment status, financial status and age group and the one defendant variable is academic performance. The paper includes figures, charts, tables and a survey.
Table of Contents:
Introduction
Problem Statement
Research Questions
Literature Review
Motivation Orientation
Family Status
Employment Status
Financial Status
Age
Conceptual Framework and Theoretical Orientation
Hypothesis
Methodology
Research Design
Measures
Study Population
Data Collection Tools
Variables - Independent and Dependent Variables
Statistical Analysis
Appendix A: Items and Factor Loadings for the Intrinsic Motivation Scale
Appendix B: Items and Factor Loadings for the Extrinsic Motivation Scale
Appendix C: Survey
From the Paper
"Students are motivated to learn because of extrinsic motivation or intrinsic motivation. Academic intrinsic motivation is a factor that is essential for college success. A large number of students carry out education to or past the college level. The motivations behind such academic persistence vary across many intrinsic and extrinsic factors. Many college students find that their level of motivation is not sufficient enough to guide them in carrying out their academic careers. Motivation to learn can be extrinsic motivation or intrinsic motivation. Extrinsic motivation is an involvement as a means to an end. Intrinsic motivation is an involvement for its own sake. A survey will be used to determine the motivation orientations."
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Bilingual Education and Charter Schools, 2002.
Discusses these forms of education as a solution to English Language Learning (ELL) students and the problems they face within mainstream education.
1,043 words (approx. 4.2 pages), 2 sources, MLA, $ 36.95
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Abstract
This paper argues that English-language learners (ELLs) and underprivileged and minority children that have difficulty fitting in with mainstream schools need more latitude in dealing with their language and socio-economic barriers. The author of the paper is of the opinion that bilingual programs and charter schools hold the best hope for providing them with a foundation to succeed despite their initial limitations. Bilingual programs allow students to learn in the only language that they understand and charter schools devise programs that serve the needs of children that have had trouble succeeding in traditional schools.
From the Paper
"Bilingual education would be a better way to pursue the welfare of ELL students for several reasons. Contrary to popular fears, bilingual education does not prevent students from learning English or from assimilating into American culture. Instead, bilingual education teaches English in a very effective manner while providing students with the ability to learn academic content through their native language that they are the most comfortable with. Thus, students become proficient in two languages that will prove beneficial in adulthood, without sacrificing their ability to do well in school because they can?t understand their teachers. With respect to the sheltered instruction/structured immersion option, it?s simply not fair to offer inferior academic content to students that can?t speak English. This, in essence, denies them the right to an equal education."
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