Abstract This paper discusses the myths and misconceptions of EnglishLanguage 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..."
Abstract This paper explains how ELL students (Englishlanguage 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 Englishlanguage. The paper researches this question and concludes that Englishlanguage 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 Englishlanguage 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)."
Abstract This paper discusses phonemes and how they apply to the Englishlanguage. The author traces changes in this language beginning with Old English and moving through Middle English to present-day English, and provides examples of changes in each. The author also explains why only forty-four out of a possible three hundred phonemes are used in present-day English.
From the Paper "A phoneme, as defined by Crystal is, "The smallest contrastive unit in the system of a language"(456). There are approximately three hundred phonemes in existence that are shared by the five thousand plus languages of the world. The English language only uses forty-four of the three hundred total phonemes. Some languages require more than forty-four phonemes and some require less in order to function. The truth is that none of the world's languages use the three hundred available phonemes. Languages use only as many as they need in order to be understood. The reason that the English language uses a mere forty-four phonemes is very simple; that is all that it needs. However, the number of phonemes in our language has changed, and it will probably change in the future. It is important to examine the reasons for change and discuss why the number of English phonemes is so limited."
Abstract An examination of the difficulties and strategies involved in teachingEnglish grammar, especially to grade-school and high-school students. The paper emphasizes the different teaching theories of people such as Theodore Hipple, Arno Jewett, and Alan Puves.
From the Paper "Modern grammar usage is ever changing as new methods once thought incorrect are now becoming acceptable. One way in which future English teachers can help students to see, understand, and learn from their mistakes is through grammar portfolios. Generally, a student may have many grammatical errors in a first draft of a piece of writing. If a student is able to see incorrect and corrected mistakes, he or she is more likely to improve his or her future pieces of writing more efficiently."
Abstract This paper explains good and bad uses to which ambiguity in the Englishlanguage are put. The author argues that there is a linkage between language ambiguity and ethics. The paper presents examples of linguistic ambiguity.
From the Paper "Ambiguity as a linguistic and rhetorical strategy can take a variety of forms as Empson shows in "Seven Types of Ambiguity". It is important to recognize that Empson's study does not necessarily exhaust the subject of linguistic ambiguity when he identifies seven ..."
Abstract This paper discusses the pros and cons of teaching solely in English in the United States. The author explains how the advantages convince us that we should adopt instruction in English nationwide in order to live up to our reputation as a land of equality among our residents. The paper also discusses how teaching in languages alienates English speakers from non-English speakers.
From the paper:
"In the United States, we residents are well known for our diversity and ability to accept many different things. The battle over the most effective way to teach our children has resulted in an ongoing debate between teaching in the Englishlanguage or bilingual education. Not only has bilingual education been a failure in many parts of the country, but also a waste of precious financial resources. The prevailing language in the U.S. is English, and it has worked well to keep the country united. With a high number of diverse cultures cohabitating, the assortment of languages has served to promote ethnic elitism. Those who do not speak English fluently are incessantly among lower social classes."
Tags: bilingual, children, education, spanish, teach, class, melting, pot, u.s.
Abstract This paper describes the many difficulties associated with teachingEnglish as a second language and argues that the most successful approach to teachingEnglish to non-English speaking students, given these difficulties, is a one-on-one approach between the instructor and the student and computer supplementation.
Outline
Introduction: The nature of the ESL Problem
Methodology
One-on-One Language Instruction
Motivation
Use of Computers and the Internet to TeachEnglish as a Foreign
Language Case Study
Conclusion
From the Paper "Globalization is bound to increase the already large numbers of students for whom English is a second language, whether those students are migrating within the European Union to Great Britain or Ireland, or to the United States. In the United States, arguably, much of the growth in number of students learning English as a second language is due to NAFTA and other migration within the two American continents. In the European Union, much immigration is likely to be from the eastern nations, as well as from the historic sources of migration into Great Britain, Asia and India."
Abstract This paper examines how almost every teacher in America is faced with the challenge of teachingEnglishlanguage 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 Englishlanguage 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.). "
This paper discusses task based instruction in Englishlanguage learning for English second language (ESL) students and presents a teaching module combining Englishlanguage learning and social issues.
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 Englishlanguage 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
EnglishLanguage 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."
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."
Abstract This paper explains that the problem of Englishlanguage 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 Englishlanguage. 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 Englishlanguage.
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."
Abstract This paper sets out to analyse two sets of exercises in teaching various aspects of Englishlanguage, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.
From the Paper "Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."
Abstract This paper first introduces this method of teachingEnglish to minority groups in the United States. It then looks at debates among academic about the effectiveness of this method and whether traditional bilingual methods of teaching are preferred. The writer explains the unique characteristics of this method and the advantages thereof to minority groups. It explains how the immersion approach is also used in Canada and compares this to the United States. It finally presents three various models of immersion approach teaching.
From the Paper "Immersion approach is being widely used today in American schools for the purpose of teaching English to children of minority communities. It has been noticed that because of traditional bilingual educational methods, children whose first language was not English were unable to acquire proficiency in English language. This dismal performance of bilingual education resulted in the adoption of immersion program which was designed by Canadian educators in 1960s. The program has now turned into a political issue as some quarters feel it is rather imperialistic an approach. But the success of this method has left many critics speechless but still it is important to implement immersion in such a manner that children would become not only proficient in English but would also be able to read and write in their native language."
Tags:teaching, methodology, immersion, english, language, foreign, canada, america
This paper is a review of the literature on the California EnglishLanguage Development Test (CELDT) and student achievement when learning English as a second language.
Abstract This paper explains that the California EnglishLanguage Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper "The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
Abstract In this article, the writer points out that research study has shown that cooperative learning environments are more conducive to Englishlanguage learning than are other learning environments. The writer explains that, in other words, it is easier for students to learn the Englishlanguage in a relaxed cooperative learning situation than in the formal classroom instructional environment. This work attempts to discover, through a qualitative review of literature and a qualitative method of applied case study through the instrument of the survey/questionnaire, to understand this phenomena in the acquisition of the Englishlanguage by students in the school and classroom environment. The writer concludes that the cooperative classroom in Englishlanguage learning has been shown to be effective in a student's acquisition of the Englishlanguage.
Outline:
Introduction
Statement of Problem
Literature Review
Research Objectives
Hypothesis/Research Questions
Research Design
Assumptions and Limitations
Data Analysis (Questionnaire - Primary Data)
Limitations/Research Ethics
Conclusions
From the Paper "It is assumed that the teachers in the survey know what cooperative learning actually is and that the teacher has used it consistently for at least one semester of the school year prior to the conduction of this study. It is further assumed that the students interviewed in this survey are not schooled in what cooperative learning actually is in terms of theoretical framework and case study research or techniques or methods of delivering instruction and that their view will be unclouded by this aspect of the learning environment. Limitations exist in this study in that there may be other varying factors that influence the acquisition of the English language, however this research proposal has attempted to allow for that in the instrument used for gathering data or the survey/questionnaire through asking relevant questions as to the home environment and other factors in the life of the student that might be the factor for more success in language acquisition in the school environment."
