Abstract
The paper researches the correlation between primary language and academic results. The paper performs the research on groups of students, using interviews, as well as other methods. This study examines whether students perform better academically when involved in activities in the cultural setting of both the primary and the secondary language; and if the use of both languages on a consistent basis increases the academic performance of the students.

Outline:
Chapter I:
Objective
Hypothesis
Research Questions
Methodology
Importance of the Study
Organization of the Remaining Chapters
Chapter II:
Literature Review
Students Experience Loss Of L1 In The Learning Of L2
Overview Of Second Language Acquisition Theory - Five Stages Of Development
Chapter III:
Review Of Literature Reviewed In This Study
Chapter IV:
Findings
Recommendations
Bibliography

From the Paper
"Hakuta, Ferman, and Diaz (1986) argued that the research on bilingualism that was conducted earlier had "failed to distinguish between the different levels of bilingualism." (Garcia-Vazquez, 1997) Current research has as its' focus the cognitive development of languages among all children." (Garcia-Vazquez, 1997) Recent research has found evidence for positive relation between bilingualism and reasoning abilities among children. Such reasoning abilities are inclusive of "nonverbal problem solving skills, divergent thinking skills, and field independence." (Cummings, 1976; as cited by Garcia-Vazquez, 1997) The research of Bialystock, 1986a and 1986b indicates that additive-bilingual children out-perform monolingual counterparts on tasks requiring high levels of cognitive control." (Garcia-Vazquez, 1997)"

Tags:extracurricular, activities, integration, cultural, identity, nonverbal, problem, solving, skills

Abstract
This paper examines the concept of a primary language within diverse countries as the effects of globalization continue to spread. However, introducing legislation to ensure that there is a primary language in a single country is a loaded topic, where sides of the argument have a strong emphasis on the "preservation" of a particular people.

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."

Tags:comprehend, journal, communicate, prewriting, reformulation

Abstract
This paper includes an extensive literature review that suggests interaction is a critical component of language learning, and that for children to be successful, they must be presented with a classroom environment that encourages competency through interaction, such as in immersion. The author points out that a majority of studies suggest SLA (second language acquisition) results from an integrative approach to learning in which students are encouraged to use the target language in conjunction with the native language to boost comprehension and understanding. The paper relates that the research methodology will be an exploratory case study approach because it is the optimal method for identifying questions and selecting measurement constructs when significant uncertainty exists with regard to a programs operations, goals, and results.

Table of Content
Literature Review
Background
Learning a Language
Summary: Learning a Language
Learning Difficulties with Reading
Summary: Learning Difficulties with Reading
Language 1 and Language 2 Transfer
Second Language Acquisition Issues
Summary: SLA Acquisition Issues
Research Methodology
Illustrative Case Study
Exploratory Case Study
Critical Instance Case Study
Program Implementation Case Study
Program Effects Case Study
Research Design
Data Analysis
Assumptions
Limitations

From the Paper
"Many studies exist that focus on learning English as a second language. The results of these studies indicate that learning a second language is challenging, and that a large population of students still struggle with language and literacy acquisition particularly in English. More than 2.8 million children enrolled in school in the United States are considered as having only limited English proficiency skills. Fifty percent of limited English students are enrolled in programs labeled "Transitional bilingual education" whose goals include literacy and content instruction in the native language with additional curriculum geared toward learning to speak and comprehend English. Formal instruction in English is achieved when students attain a certain level of competency in their native language literacy and when they have acquired adequate oral listening and comprehension skills in the English language."

Tags:sla, immersion, case, literacy, interaction

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."

Tags:communication, learning, classroom, acquisition

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. "

Tags:esl, culture, students

Abstract
The paper explores the effect of cognitive and socio-emotional factors on infants' behavior. The paper discusses a study on a twenty four month old toddler that examined the effects of affection on his language development. The paper explains the results of the study that shows that competence in the development of language in toddlers is enhanced when cognitive and socio-emotional factors are nurtured through emotionally sensitive parenting and cognitively stimulating environments.

Outline:
Introduction
Background information
Methodology
Results and Discussions
Conclusion

From the Paper
"There are some differences in cognitive reasoning between two age groups and found that both groups understand the world around them in different ways. The children within the stage of early childhood used symbolism to represent the things around them or the things they played with. For example one boy aged 3, played with a skipping rope pretending that it was a snake, and another boy played with a hockey stick as if it was a gun. The older children ranging from age 6-12 used different sporting equipment for its proper use, like playing hockey with hockey sticks and basketball with a basketball, which showed their ability think logically."

Tags:affection, mother, relationship, responsiveness, stimulation

Abstract
The paper discusses how, in his essay "Politics and the English Language", George Orwell focuses on the function of language as a powerful tool that can easily be abused. The paper then examines Jonathan Swift's "A Modest Proposal" that also illustrates how language can be manipulated and abused. The paper explains how Swift's projector proves Orwell's theory that we can manipulate language and, as a result, language becomes a major factor in human thought.

From the Paper
"Language is more than words. Language is a tool that can be used in a variety of ways to achieve a variety of purposes. In his essay, "Politics and the English Language," George Orwell focuses on the function of language, emphasizing that it is a tool by which we can wield much power. He observes that language has been used as a creative tool and a manipulative tool. One of the first premises of Orwell's essay is that language and thought are connected. He writes that an "effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form, and so on indefinitely" (Orwell 317). This influence works both ways. "If thought corrupts language, language can also corrupt thought" (324). This premise is powerful in that it not only suggests that thought can influence language but it emphasizes what we already know - that individuals can be influenced by language."

Tags:politics, persuasion, lies, arguments

Abstract
This paper analyzes the results of Proposition 227 for English Learners (ELs), after several years of being in effect, to determine by reviewing the California Department of Education with American Institutes for Research (AIR) report and a study based on individuals from a foreign country who in the 1980s were taught English through a more standard bi-lingual classroom process. Next, the author reviews positively the ELs program of San Joaquin Valley's school districts, which recognizing the failure of Proposition 227, established the English Learner's Academy to ensure that ELs obtain "native-like" English skills while developing academic language necessary to access completely core content. The paper concludes that the goal of all school districts must not be measured in redesignation rates but rather by academic success. A figure is included in the paper.

Table of Contents:
Background and Definition
Demographics
Debate
Evaluating Proposition 227
Results
Meeting the Needs of California ELs.
The Bottom Line.
Evaluating Bi-Lingual Methods
The Bottom Line
Now What?
San Joaquin Valley Learner's Academy
Conclusion

From the Paper
"The originator of the Proposition 227 was Ron Unz. He claimed, prior to passage, that a five per cent reclassification/redesignation rate of ELs to fluent proficient English indicated that the current bilingual education was a failure. Critics, after the passage of 227, said that redesignation rates had not improved. They also claimed that the rates, prior to 227, were around seven per cent, not five per cent, and that they were increasing before 227. Secondly, they said that that rates after 227 passed were about eight per cent, further establishing the fact that there was no improvement in redesignation rates.
"It is a debate between English bi-lingual education and English immersion and which works best. Prop. 227 supports immersion; many educators, test results, and conclusions about the effectiveness of 227, support either bi-lingual or immersion--but neither one by any significant margin over the other.
"Unfortunately, this debate, like many others, has been dragged across emotional, political, and interest group borders to the point that the facts are difficult to discern. So, we will first analyze the results of Proposition 227 after it had been in effect for several years to attempt to determine accurate data as to its success or failure."

Tags:immersion, primary language, accountability, fluent english proficient status, core content

Abstract
The paper discusses how in recent years, significant innovation has taken place in terms of the state of the art in high school academic subjects. The paper relates that in many ways, technological advancements have inspired new types of curriculum as well as progressive pedagogical approaches in the classroom. In light of these exciting changes, the paper examines the state of the art in high school academic subjects including science, language arts, career/ vocational education, and the arts.

From the Paper
"In recent years, significant innovation has taken place in terms of the state of the art in high school academic subjects. In many ways, technological advancements have inspired new types of curriculum as well as progressive pedagogical approaches in the classroom. In light of these exciting changes, the following discussion examines the state of the art in high school academic subjects including Science, language arts, career/ vocational education, and the arts."

Tags:language arts, science, arts