Abstract This paper examines ESL strategies for learning disabled students including language differences versus learning disabilities; special education strategies; strategies for the ESL and learning disabled students. The conclusion names effective strategies including instructional conversations, wordless books, T-charts, keywords and self-monitoring.
From the Paper "This literature review concerning the topic of ESL strategies for learning disabled students addresses the following areas relevant to this study ..."
Abstract The paper refers to a 10 year-old Grade V student, "Kalum", who understands considerable English with good verbal expression but experiences much difficulty in mastering reading. The paper explores nonverbal learning disabilities and the challenges it presents to the teacher. The paper discusses research that shows how many teachers fail to note learning disabilities in students who study in a non-first language. The paper also shows the ease with which learning disabilities and other conditions affecting children can be misdiagnosed. The paper concludes that as long as the student's confidence and motivation can be ensured, NLD does not seem such a grave diagnosis, presenting more of a test of the teacher's dedication than an indication of a student's educational future.
Outline:
Exploring Nonverbal Learning Disabilities
Helpful Research on Young ESL and Immigrant Students
Culminating Activities
Determining a Student Biography
Adjusting Reading Exercises and Classroom Skills
Behavioral Cues
Elaboration - Sharing with Professionals
Observations and Further Questions
Self Reflection
Sharing with Experienced Language Teachers
Concluding Remarks
From the Paper "Students with NLD often show high verbal skills, have little difficulty with spelling but are weak in reading comprehension. They often have short concentration spans and struggle with the visual aspect of reading. NLD is associated with malfunction of the brain's right hemisphere as can also mean difficulties in mathematics, organizing and planning tasks, and spatial and motor abilities. NLD students often present anxiety, their way of socializing can be abrupt, or they stand to close to others. Combined with verbal ability and frequent outspokenness, NLD students are apt to be misdiagnosed with Asperger's Syndrome or ADHD, or dyslexia, on account of often impaired word recognition and weak handwriting. For over 30 years, research on NLD has helped teachers, psychologists and parents to fathom a range of often small symptoms that can usually be counteracted. The challenge for the teacher is one of instilling helpful habits, often through much repetition and correction, while maintaining the student's self-confidence. (Rourke:1995:13-16, Elkind:1973, Krippner & Herald:1964) This non-alarmist approach was also stressed by Goldstein on compensatory ways of coping with NLD while providing early literacy skills, and in the Canadian as opposed to American context. (2000)"
This paper discuses the experiences of an English Second Language (ESL/EFL) Japanese student as a base for examining language learning strategies, specially the relationships between language, culture and society.
Abstract This paper explains that, because students come with specific purposes for learning, one of the best ways to keep them motivated is to help them feel progress towards their goals, which are identified by interviewing informally the student. The author points out the importance of engaging ESL learners in communicative (game type) or integrative (short/small activities form larger activities) activities using materials, which are authentic, thereby, aiding the learners in unpredictable spoken language outside the class. The paper relates that students of English conversation must understand the fundamental difference between learning about the language and learning to use it for verbal communication.
Table of Contents
Introduction
Background Information of Interviewee
Report and Commentary on the Information Collected in the Conversation
What are Main Reasons for Learning English for ESL/EFL Learners in Japan?
What Stereotypes Take Place for a Foreign Teacher While Teaching ESL in Japan?
What are Key Features and Problems of ESL Learning in Japan and How can They Be Resolved by ESL Teachers to Achieve Best Results?
What Type of Class is more Desirable for ESL Students?
Does "Cultural Background" Play Any Role in Learning ESL in Japan?
Conclusion
From the Paper "The learner that I have interviewed generally has a strong first language model back at home in Japan. The interviewee had been in institution and educated at home from young till diploma level. Later, when he came to Australia with pursuing a degree in mind, he had a choice to either take an exam, TOFEL or take up a course with the duration of 3 months to learn English. This is because, his previous education did not meet the requirement of the university that he intended to enroll in. The requirement was that his previous education has to be taught in English for duration of more than 12 months."
Abstract This paper contains a critical evaluation of the South Australian Curriculum Framework (SACSA) with the help of the "R-10 English Teaching Resource" document, geared towards the ESL learner. The key aspects of languages education reflected in the document are considered. The paper points out certain problems within the document: What is the ESL view of the document analyzed; are there any mismatches in the document from the ESL point of view; how does the curriculum document combine with the ESL teaching and learning context?
1. Introduction.
2. The Document Key Aspects of Languages Education.
3. The Learning-and-Teaching Context of the Document
4. Conclusion.
From the Paper "The analysis of "R-10 English Teaching Resource" document is especially interesting from the view of an ESL learner as there are some mismatches in this particular part. The key decision makers about these mismatches are teachers who critically evaluate the document and make correct decisions on further teaching and learning development: "Thus, the teacher can learn the purpose of their learning a language, their favorite / least favorite kinds of class activities, and the reason why they learn a language" (Hismanoglu, 2000). The mismatches often result from the lack of cultural and sociological context knowledge of ESL learners, and teachers as the main decision makers should pay appropriate attention to it: "Language is culture. When a person decides to learn French, for example, he or she is not merely absorbing the linguistics of the language, but everything to do with French and France" (Tang, 1999)."
This paper is a complete research project to compare the effectiveness of English as a second language instruction (ESL)in Egyptian and British secondary schools.
Abstract This paper analyzes the way information and communication technologies (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 author used methodologies that include a critical literature review, a statistical analysis of grade point averages before and after ICT initiatives were used and a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper relates that the delivery of effective language instruction in Arabic and English require a different set of tools and techniques although both ASL and ESL students are motivated by comparable factors and experience similar reactions and emotions concerning their language instruction. This paper includes many table, graphs, quotations, questionnaires and a complete analyzes of the data.
Table of Contents:
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
Preliminary Literature Review
Background and Overview
Education in Egypt
Education in the United Kingdom
Information and Communications
Technology and ESL Applications in the Classroom
Constraints to ESL Delivery in the Arabic-Speaking Egyptian Classroom Constraints to ESL Delivery in the UK Classroom
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study Population
UK Schools Participating in Study
Egyptian Schools Participating in the Study
Data Analysis
Egyptian and UK Student Survey Results
Summary, Conclusions and Recommendations
Summary Conclusions
Egypt
United Kingdom
Recommendations
Egypt
United Kingdom
Excel Spreadsheet Used in Analysis
From the Paper "The educational systems in Egypt and the UK bear some similarities as well as important differences that will be discussed further below. One of the similarities, though, is the manner in which the stages of general education are provided. In Egypt today, there are three stages of state general education: (a) primary (six years), (b) preparatory (three years), and (c) secondary (three years). The primary education is for students between the ages of 6 and 12 years and is compulsory; students who are successful in examinations have the opportunity to continue their education first at the preparatory and then at the secondary level. In this regard, there are two types of secondary school, (a) general and (b) technical; the majority of Egyptian technical schools are either commercial, agricultural, or industrial."
Abstract In this article, the writer discusses what link, if any, exists between student learning anxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in language learning anxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.
Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References
From the Paper "Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."
Abstract The paper explores how Lev Vygotsky's 'zone of proximal development' might be best utilized in the provision of instruction and learning in the classroom. The paper explains that Vygotsky's proposed 'zone of proximal development' is a learning theory based on the social aspect of learning. The paper shows that Vygotsky's 'zone of proximal development' is relevant in the ESL elementary classroom; cooperative learning provides a fertile learning ground for ESL students in language acquisition, due to the frequent and collaborative use of the language in a setting that is non-threatening and non-demanding. The paper provides case study literature that relates the success of these methods, particularly in the ESL classroom.
Outline:
Objective
Introduction
Summary and Conclusion
From the Paper "Stated as effective strategies to access the zone of proximal development are the strategies of: (1) scaffolding; and (2) reciprocal teaching. (Riddle) First the interest of the student must be engaged by the teacher and tasks must be simplified so as to be manageable. The students must be motivated in order to pursue the goal of instruction and the teacher must "look for discrepancies between students' efforts and the solution, control for frustration and risk, and model an idealized version of the act."(Hausfather, 1996; as cited by Riddle, nd) The development of a dialogue between the teacher and students is possible in 'reciprocal teaching'. Through the interactive instructional strategy of communication between the student and teachers the students are provided support and encouragement to reach beyond merely answering questions and to become engaged in the discourse in the classroom."
Tags: cooperative, learning, theory, social, language
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.
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."
Abstract This paper discusses methods and approaches to teaching English as a second language (ESL). It looks at the definitions of behaviorism, discusses the fundamental concepts underlying behaviorism and discusses how they are beneficial in teaching ESL. The paper then looks at other approaches to teaching ESL and some of the theories of second language acquisition.
From the Paper "There are barriers to ESL learning, which can include motivation (or lack of it), self-confidence, anxiety or peer pressure, to name but a few.
"Krashen (1981) still believes that there is a value to a classroom environment, rather than an immersion environment when learning a second language. He feels that in cases where a student tries to learn from immersion alone, that there will be times when the input received (by listening to others) will be overwhelming and therefore incomprehensible. However, by using a mixture of classroom and immersion methods, the student is better able to make sense of the input received in the short term, classroom situation. Accordingly, the lessons learned in the classroom will then provide the framework for learning through immersion in a more casual situation outside of the classroom."
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. "
Abstract This paper explains that the influx of immigrants to the United States during the 18th and 19th centuries made it necessary to adopt policies regarding bilingual education; by the end of the 19th century, many states had adopted bilingual laws or provided bilingual instruction without creating formal legalization. The author points out that California's Proposition 227 is a threat to bilingualism within school curricula; therefore, supporters of ESL are attempting to have limited English proficiency listed as a special education need. The paper describes and evaluates three types of ESL instruction, including the withdrawal program, in which students are withdrawn from the classroom for instruction; submersion, in which students are placed in an English-only classroom with no additional help; and structured immersion, in which students are in an English environment, but the teacher, proficient in their native language, helps the student whenever difficulty arises with English in the classroom.
Table of Contents
History of Bilingual Education in the United States
Legislation Regarding Bilingual Education
Proposition 227
Type of Bilingual Program in the Classroom
Other Types of Bilingual Programs
Evaluation of Bilingual Programs
From the Paper "According to this initiative, federal funds are provided to support English language learners (ELLs). The focus is thus entirely on teaching and learning English only. This is encouraged by "accountability" provisions, including the judgment of schools according to the number of ELLs reclassified as fluent English speakers. Furthermore, the failure to show progress in English learning will be punished. This appears to be a return to the earlier and paranoid legislation regarding language instruction during the World War I years. It also appears once again to be unconstitutional; schools are practically being forced to abandon all attention to native language instruction in favor of English-only instruction."
Abstract This paper discusses the teaching of phonics to ESL learners. According to this paper, it's imperative that classes in pronunciation are complemented with lessons in phonics. The method used to teach a small child how to speak, is the same method that should be implemented with ESL learners.
From the Paper "Why a phonics lesson should follow a pronunciation lesson when teaching ESL English The pronunciation lesson teaches the learner how to say the word. This basic ability is a prerequisite for learning the associated phonics. The ability to speak must come first, followed by the ability to recognize or write the associated phoneme/s down. In the same way, we do not teach children to write prior to their learning to speak. Why the teaching of phonics is especially important when working with ESL learners Written English has a high level of complexity, with many different ways to render the same phoneme, many rules pertaining to the rendering of phonemes, and many exceptions to the rules."
Abstract This paper reviews the problem of teaching English to immigrant children. The paper reports a concern regarding the level of English that these children learn in ESL classes. The paper further discusses the importance of understanding foreign methods of teaching when dealing with children and ESL.
Outline:
Introduction
Vocabulary Learning in a Second Language
Vocabulary in Course Material
Conclusion
From the Paper "Even children who have grown up in this country often struggle with the language when they are first learning, and this is especially true if their parents are poor and rather uneducated because the quality of speech that they use and their vocabulary will not be the same as individuals who have had a better education and often use larger words and explain things to their children in a more complex manner (Kameenui, 2000). Contrary to the popular beliefs of many, children are not stupid and they can understand a great deal more than many parents realize. The key is to read things to them at an early age and explain what these things mean as well as explaining the more difficult words so that the child can develop a good vocabulary and a good and thorough understanding of many of the concepts that are being explained to them (Kameenui, 2000).
There are three essential concepts with learning to read. These are an awareness of phonetics, fluency with the text, and an understanding of the actual alphabet (Stoner, 2003). A student who does not have all three of these things or at least have the basic concepts of how these things work will often not do well in school. One of the main problems with the Dibels test is that it is still reasonably knew. Having only been developed in 1996 there is not a great deal of literature that actually explains how well Dibels is doing in predicting problems with reading. Actually, that is not as technically accurate as it needs to be. Dibels does apparently do well in predicting how well students will read (Stoner, 2003). However, it does not indicate the specific problems that a student may encounter because of this and what type of interventions are necessary to help that individual. "
Abstract This paper discusses the actual and perceived competence of the ESL individual while communicating in the English language. More specifically, the paper centers the discussion on the concept of heterogeneous (communication) competence. It draws from the theories and concepts of linguists such as N. Chomsky, M. Stubbs and M. Halliday and R. Hasan. The paper posits that heterogeneous communication competence is a pragmatic concept that is developed, ironically, from linguistic theories and concepts.
Table of Contents:
Introduction
The Case Under Study
Analysis
Noam Chomsky: "Competence" And "Performance" In The ESL Context
Michael Stubbs: Vocabulary Generation & Development And Communication Competence
M. Halliday & R. Hasan: Communication Competence And Social Relations
From the Paper "Looking into Marcella's narrative highlights this important insight by Halliday and Hasan. As previously mentioned in the preceding section, Marcella's use of the word "braves," rather than "waves," can create confusion to the other communicator when expressed. However, communication roles are assumed in the process of understanding her narrative: as the listener of the story, the other communicator seeks to understand the meaning of "braves" in the context of Marcella's story. Though this is the ideal situation--that is, the other communicator would seek understanding in making sense of Marcella's story--there will be cases in which she may not be understood by other listeners/communicators, and at the worst, being labeled as incompetent as a communicator because of her wrong word choice and usage. Power relations (conflict) emerges when this happens, wherein the other communicator, more knowledgeable of the English language, fails to understand the context in which Marcella's story is applied, thereby generating confusion and ineffective communication between Marcella and the communicator."
Abstract This work reviews three articles about the problem of poor academic achievement in the early grades amongst children who speak English as a second language. The writer looks at the work of William Armaline and David P. Levy entitled: "No Child Left Behind: Flowers Don't Grow in the Desert". The writer then discusses a RAND Reading Study Group report which addresses related issues. Finally, the writer looks at a study conducted by Nonie Lesaux on a group of 30 ESL children in Vancouver. Potential research as to the appropriate method including the rationale is discussed.
Outline:
Research Objective
Introduction
Research Design
Armaline & Levy 2005 - NCLB & Failure For Provision
RAND Reading Study Group (RRSG) - Failure To Prepare
Surprising Results - Lesaux & Thirty Languages ESL Base
From the Paper "The first step in conducting a review of available literature is choosing appropriate literature of an academic and peer reviewed nature such as material published in academic journals or publications. For the purpose of this review three such articles have been chosen."
"RESEARCH DESIGN
This material will be reviewed in the nature of a 'qualitative' research study. The 'qualitative' method of research is one that is referred as a secondary analysis and one that is interpretive in nature."
