Abstract The foreignlanguage requirement has long been a component of formal education. The paper shows that several different methods exist for teachingforeignlanguages, including submersion and various levels of immersion teaching. In addition, foreignlanguageteaching can be either language-driven or content-driven. This paper compares and contrasts the different methods of teachingforeignlanguages 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."
Abstract This paper takes an in-depth look at the use of information computer technologies (ICT) as a tool for teachingforeignlanguages, 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). "
Abstract This paper discusses the benefits of teachinginfants a foreignlanguage. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreignlanguage. The paper goes on to discuss the advantages of specifically learning the foreignlanguage while still young, particularly focusing on the cognitive effects on the brain.
Table of Contents:
Introduction
Knowing a ForeignLanguage Advantages Knowing a ForeignLanguage Learning a ForeignLanguage 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."
Abstract This paper focuses on the flaws in the present educational system of teachingforeignlanguages. The paper highlights the inadequacies and presents a plan to change the way we regard foreignlanguage classrooms. The paper proposes concentrating on students who have the motivation to learn, teaching the teachers an effective methodology that addresses learning strategies to use in the classroom and many other strategies. The paper concludes that implementing a comprehensive plan could be difficult, but once accomplished, it could lead to more effective teaching, learning and retention from the high school foreignlanguage classrooms. This would benefit the students, teachers and ultimately the community.
From the Paper "Many experts believe that anything less than a four year requirement is superficial while a large number of students that have to meet the standards are ambivalent to say the least. Studies have shown that a majority of the students who are required to study a foreign language while in high school retain very little of what they have learned and that within a five year time frame after leaving high school they have forgotten 95% of what they learned. If these studies are true then many individuals with even a little modicum of commonsense would scrap the efforts to teach the students a foreign language."
Abstract This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreignlanguage skills. The paper compares the minimal emphasis that the American educational system places on learning a foreignlanguage to the much stronger emphasis placed on learning a foreignlanguage in virtually all other countries and then explains why the American educational system would be wise to implement better foreignlanguage programs and promote the acquisition of a foreignlanguage.
From the Paper "The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that's probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an ?impoverished vocabulary,? which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the endangered languages trend, and much to promote it. In fact, there has been a criminal drop-off in foreign language study in American high schools."
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 languageteaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreignlanguage instruction. The paper stresses that communicative languageteaching 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 LanguageTeaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative LanguageTeaching 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."
Abstract The paper outlines research that will demonstrate the need to analyze existing data and formulate new research on foreignlanguage retention, why it occurs on a post-secondary level and what obstacles contribute to increased or reduced retention in foreignlanguage programs. The paper first reviews the literature and discusses the methodology to be used. The paper then shows that if the system becomes more open to communication style teaching through collaboration and other learning/teaching styles, and technology in learning is adaptive and appropriate, the post-secondary foreignlanguage academy will likely improve retention and retain diversity. The paper highlights the need for mor research in this area of foreignlanguage study in post-secondary systems.
Outline:
Introduction
Statement of Problem
Review of Literature
Methodology
Conclusion
From the Paper "As the culture in which we live becomes increasingly diverse and highly focused on globalization, concepts of foreign language teaching and learning at all levels of education become much more important. (Gerwin & Osborn, 2002, p. 80) (Whitt, Edison, Pascarella, Terenzini & Nora, 2001, p. 172) Yet, statistics of enrolment and success in post-secondary foreign language education do not seem to play out this growing necessity. "In recent years, the language-instruction profession has seen alarming declines in enrollment in languages other than Spanish .... " (Moser, 2001, p. 3) Creating systems that promote retention of individuals in foreign language learning programs at the post-secondary level is therefore crucial to the development of educators and individuals who are fully prepared for a multi-lingual community and work environment."
Abstract This paper analyzes how second language acquisition can be facilitated and made more efficient by content-centered instruction. It particularly focuses on English-as-a-second-language (ESL) study in Korea and how content-based instruction, blending language and culture can make teaching more effective. The paper also discusses the problems associated with not teachingforeignlanguages in this way.
Table of Contents:
Introduction
Literature Review
Holistic Approach
Integration
CBI Benefits
Syllabus Design
Case Studies
Implications for KFL
Conclusion
From the Paper "Clearly, the second language classes, whose importance is being fuelled by globalization, need an instructional system that links language and content to accommodate the cognitive, social and linguistic demands of a responsive and relevant educational system. The content-based instruction concept in ESL study is especially critical in countries like Korea where the written alphabet is phonetically distant from English. By integrating real-life events and situations with language, ESL study becomes a living entity that stirs the interest of students. There is more enthusiasm in the learning process to make learning itself more efficient and productive. Language and content when combined in ESL study unarguably provide more incentive for learning. In sum, second language study will be less interesting, less enjoyable and fulfilling and the acquisition of language proficiency will be slower and more painful if it is limited to language instruction. In the process, education will also fail in its goal to broaden cross-cultural knowledge of students. ESL students will acquire such a well-balanced knowledge if teaching and learning are organized around content or information rather than around forms, functions and situations or skills."
Abstract In this paper, the writer discusses the concepts of a common language and a foreignlanguage. The writer notes that in his 'Communist Manifesto', Karl Marx at one point states that a foreignlanguage is only appropriated by translation. The writer explains that Marx believes that a foreignlanguage only becomes a foreignlanguage when it is identified as being foreign and thus set off from the "normal" or accepted language through the process of foreignlanguage translation. At the same time, in his 'An Introductory Talk on the Yiddish Language', Franz Kafka once described the relationship between the German and Yiddish language as being related in that Yiddish is the only language that allows the Jew to describe their suffering at the hands of the German language. The writer maintains that taken together, what both authors claim is that the act of translating a foreignlanguage is futile in that, within the translation, the concepts or emotions of the words and language becomes lost and thus the result of the translation is a foreignlanguage.
From the Paper "According to Marx, language and political or economic power does not intertwine. Take for instance the case of Russia. For centuries the dominant language of Russia has been Russian. This has been the language of all classes of people. Even after the fall of the Czar and the reign of Communist Russia, Russian remained the national language. Likewise, after the fall of the communist regime and the establishment of the Russian Federation, Russian remains the language of the nation.
"However, when the Soviet Union began to colonize the surrounding states, such as the Ukraine, Georgia, Estonia, and the nations of Central Asia, part of the plan was to enforce the Russian way of life onto these people and thus make them Russian."
Abstract The paper discusses the history of foreignlanguage instruction in the United States and shows how despite the wide range of positive outcomes associated with foreignlanguage instruction, there has been a profound lack of interest from the academic community at the college level until fairly recently in the nation's history. The paper then relates that today, more college students are recognizing the value that accrues to foreignlanguage acquisition, but the U.S. continues to place far less emphasis on these initiatives than many other countries around the world. The paper stresses how in an increasingly multicultural society and globalized marketplace, fluency in other languages can provide some clear economic and cross-cultural benefits for Americans.
Outline:
History of ForeignLanguage Instruction and Enrollments in Institutions of Higher Education in the United States
Positive Outcomes Associated with ForeignLanguage Acquisition at the College Level
Globalization of American Society and Potential Beneficial Outcomes
From the Paper "The history of foreign language instruction in the United States predates the establishment of the republic (Nunberg, 1997), but foreign language instruction was not a major focus of formal attention from the academic community until the 19th century (Osborn, 2002). The need for a common language throughout the country, though, particularly one which was established by the dominant language group (i.e., English) to help build a new nation would have some profound influences on foreign language instruction in the years to come. For instance, Osborn (2002) reports that by 1900, foreign language instruction in both public and private schools was viewed with increasing suspicion because these courses were felt to encourage divisiveness during a particularly formative period in American history."
Abstract This research proposal paper discusses the reasons why English language acquisition and acculturation may not be high priorities for foreignlanguage speakers in the United States. The paper specifically aims to identify opportunities for improvement in foreignlanguage educational services among foreign-born children enrolled in elementary (not including kindergarten) and secondary schools in the United States.
Table of Contents:
Statement of the Problem
Research Questions
Information on the Data
Data Analysis Statistical Design
Appendix
From the Paper "According to U.S. Census data from 2000, the total number of foreign-born children enrolled in elementary (not including kindergarten) and secondary schools in the United States was around two-and-a-half million (Ernst-Slavit, Moore & Maloney, 2002). When students that were born in the United States to foreign-born parents are included in this total, the figure actually increases to more than 12 million students. According to Ernst-Slavit and his colleagues (2002), "Although not all students from these figures would be ESL students, a significant portion of them are likely to be. These figures also suggest the imminent reality that all teachers, at some point during their careers, will have in their classrooms at least one student for whom English is a second language" (p. 116). Indeed, in many parts of the country such as Texas and New Mexico, a majority of the students may be ESL students (Waters, 2007). According to this author, "Few trends have changed the demographics of U.S. elementary and secondary schools as dramatically as the record-high immigration of the past dozen years. Students who are learning English for the first time, better known as English language learners, make up a greater proportion of the K-12 population than ever before" Waters, 2007, p. 34)."
Abstract Infants and very small children are extremely receptive of almost all forms of learning. For many years, it was the practice to begin foreignlanguage training at the high school level. However, research suggests that children who begin bilingual education at the pre-school level are the most effective language learners. This paper explains that the myths of dual language acquisition have largely been found to be false: learning more than one language does not lead to confusion or disorders in the learner. The paper also discusses the benefits that occur when bilingual education is begun at a very early age.
Abstract This paper describes the many difficulties associated with teaching English as a second language and argues that the most successful approach to teaching English 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 Teach English 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."
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
Abstract The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreignlanguages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreignlanguages Interference as a factor in language learning.
From the Paper "Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the "Flemish" where the French-speaking Belgians are called "Walloons". Dutch spoken by Belgians is also referred to as "Flemish", which is not a literary form of the language, but a spoken "dialect". They are different varieties of the same language."
Abstract In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a ForeignLanguage (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.
From the Paper "Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."
