| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ENGLISH LANGUAGE ESL CLASSROOM": |
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The English Second Language (ESL) Classroom, 2008.
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.
1,230 words (approx. 4.9 pages), 12 sources, APA, AU$ 67.95
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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."
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English as a Second Language (ESL).
This paper reviews English as a Second Language (ESL) bilingual programs, its history, legislation, and funding.
2,875 words (approx. 11.5 pages), 2 sources, MLA, AU$ 137.95
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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."
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English Second Language (ESL) Methodology, 2004.
This paper discusses teaching strategies for English as a second language (ESL) in elementary schools.
1,310 words (approx. 5.2 pages), 7 sources, APA, AU$ 71.95
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Abstract
This paper explains that the prospects of a student learning a new language are the most favorable while the student is in elementary school. The paper points out that assistance from the child?s home cannot be expected because the parents believe that it is the school's job to teach the English language as part of the educational process. The paper contends that effective strategies, which bridge the communication gap, are those that engage the student in interactive processes, make connections between what is familiar to them in their home language and culture, and then assist them to assign the new language terms to the familiar objects.
Table of Contents
Introduction
Strategies and Implementation
Retelling Cultural Lore in the New Language
Total Physical Response
Immersion
Bilingual Immersion
TPR Projects and Homework
From the Paper
"The most costly deliver method for ESL teaching, a bilingual immersion approach so performed by the teacher by teaching for half of the day in English and by teaching the other half of the day in the native language. This approach is not accomplished by giving all the classroom instruction in both languages, but rather delivering all communication for half of the day in one language, and all the communication in the class during the second half of the day in the second language."
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English as a Second Language (ESL), 2002.
A discussion of the theories behind teaching methodologies for English as a second language.
2,642 words (approx. 10.6 pages), 13 sources, MLA, AU$ 128.95
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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. "
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Teaching English as a Second Language (ESL), 2004.
This paper discusses the process and research on learning a second language (ESL).
1,555 words (approx. 6.2 pages), 6 sources, APA, AU$ 83.95
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Abstract
This paper explains that there are many different ways to teach a student a second language, and every teacher must find a principle or practice that works with his or her teaching methods. The author points out that students learn the art of conversation from their peers, not just through vocabulary and grammar lessons. The paper relates the stages of acquiring a second language are pre-production (no speech), early production (limited vocabulary), speech emergence (increase in comprehension, listening and speech), and nearly fluent (express their ideas in both oral and written communication).
From the Paper
"The Acquisition-Learning hypothesis is the most fundamental of Krashen?s theory. There are two independent systems of second language performance--the acquired system and the learned system. The acquired system is the result of a subconscious process much like how a person learns their first language. The person must have significant dealings in the language in which they wish to learn."
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Grammar Program For English as a Second Language (ESL) Students, 1996.
Proposes language skills acquisition program for at-risk 4th & 5th graders. Structure, lessons, budget. Includes chart.
2,025 words (approx. 8.1 pages), 6 sources, AU$ 115.95
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From the Paper
"A GRAMMAR MASTERY PROGRAM FOR AT-RISK ESL STUDENTS: A PROPOSAL
Introduction
This research describes and explains a program for elementary-level students. The research includes program description, organization, philosophy, applicable regulations, program budget, staffing, and parental participation.
Program
Type of Program
The program type will be language skills acquisition. The program will be based in information-science (IS) to provide for interactive instruction.
Purpose of Program
The purpose of the proposed program will be to enhance the teaching of .."
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English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, AU$ 47.95
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Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, AU$ 86.95
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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 English language 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
English Language 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."
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The ESL/EFL Classroom, 2007.
A discussion regarding the teaching methods in ESL (English as a Second Language) and EFL (English as a First Language) classrooms.
5,028 words (approx. 20.1 pages), 22 sources, MLA, AU$ 203.95
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Abstract
This paper reviews and discusses the importance of teaching methods used in theclassroom. The paper focuses on teaching English as a foreign language (EFL)and English as a second language (ESL) students. The paper reviews various listening skills that can be taught to language students to assist them in learning. The paper further discusses the issue of fluency between the teacher and student. The paper also takes a look at the problems relating to academic oral learning in the ESL classroom.
From the Paper
" Other methods of improving student(s) listening skills include tests/quizzes that teachers can use in the classroom. These tests/quizzes can be found in a wide variety of places, especially with the advent of the internet. Many experts (presumably) have created websites that allow for lesson planning by teachers of ESL students that include both written and online quizzes which test for comprehension and improvement by the ESL students. Examples of the types of quizzes available include listening to a customer making a request and taking note of what is wanted, or listening to two people talking about a new job opportunity and get the details about the job offered and even listening to a woman asking a man questions for a survey while taking notes of his answers. These quizzes take into account the daily activities of the individuals 'normally' looking to acquire a second language. Other quizzes test on the listener's ability to recite about a man's trip to a foreign country that he has just returned from, choosing the correct conclusion based on what is heard and a listening guide that gives examples of symbol sounds by using representative words.
There are other methods of teaching ESL students in the classroom with one of the more interesting ways being a use of music to enhance the students learning process."
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Second Language Acquisition - ESL, 2008.
An analysis of the theories of second language acquisition, specifically in teaching English as a second language (ESL).
3,278 words (approx. 13.1 pages), 20 sources, APA, AU$ 152.95
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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."
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English as a Second Language, 2002.
A discussion of the effectiveness of traditional bilingual English as a second language (ESL) education systems.
1,537 words (approx. 6.1 pages), 21 sources, MLA, AU$ 81.95
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Abstract
This paper evaluates the issue of bilingual English as a second language (ESL) versus immersion styles for teaching English to non-native speakers. It has become an issue that seems to be one debated more often by uniformed politicians than real teachers in real classrooms serving real students with real personalities and histories. It discusses the difficulties in finding realistic measurement tools to assess effectiveness and evaluates what is currently available. It proposes different theories for a positive ESL learning environment through literature reviews which examine such issues as goals and quality of outcomes testing, instructional organization and curriculum and provides a summary table of components and indicators for an ideal instructional delivery system.
From the Paper
"As any educator must be aware the theory of standardized evaluation looks good but the actual results are often difficult to evaluate. Sometimes this difficulty is due to demographics of changing student bodies and other times changing test tactics or report tactics in the same test year. Furthermore another possible hurdle is that changes of report or test type from year to year make all those that came before it invalid as tools for comparison, because they are no longer measuring the same things, good intentions not ignored, the outcomes sometimes make a set of statistics nearly worthless for long term determination of the effectiveness of any program. (Kunnan, 1998, p. iii)"
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English Second Language Academic Competence, 2002.
This paper discusses that academic competence includes a number of components that are critical for effective English as a Second Language (ESL) instruction.
2,270 words (approx. 9.1 pages), 11 sources, APA, AU$ 113.95
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Abstract
This paper explains that it is imperative that ESL students are evaluated in the primary stages of instruction to develop an appropriate course of action for ESL instruction. The paper continues that it is important to develop activities tailored to the student population to encourage individual growth and academic competence. The author believes that students in the ESL classroom must recognize that stress is a part of daily living.
Table of Contents
Introduction
The Achievement of Academic Competence
Activities to Improve Academic Competence
Reading and its Contribution to Academic Competence
Principles for Helping ESL Students Develop Academic Competence
Stress and Academic Competence
Conclusion
From the Paper
"The importance of reading as a means of learning any type of subject matter cannot be undermined as it is the foundation of academic competence in any subject. Furthermore, English as a Second Language instruction is especially dependent upon reading as a precursor for academic achievement and independent learning. Clarke (203) has identified the importance of psycholinguistic principles in reading and ESL instruction. Furthermore, it should be noted that in general, reading is basically the same process in any language and that it is transferable from one language to another (Clarke 203). Shih (289) also affirms that ESL classrooms must concentrate on the development of reading strategies that include the construction of background knowledge, guided reading of a text, and post-reading exercises, including discussion and writing activities, all designed to promote reading skill enhancement. In the primary stages of reading development in ESL classes, the focus lies on reading development, and study skills are not separated from their ties to specific academic assignments. However, it is critical for students to acquire basic study skills that will promote successful mastery of the English language and academic competence in the classroom."
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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, AU$ 78.95
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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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English as a Second Language, 2002.
Examines how teachers of the English language to non-native speakers teach specialized vocabulary as part of their curriculum.
2,554 words (approx. 10.2 pages), 14 sources, APA, AU$ 124.95
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Abstract
Educators that provide instruction in English as a Second Language (ESL) must provide students with the primary concepts of English in the early stages of language development. As students progress and become more familiar with the language and its idiosyncrasies, advanced training is likely to acclimate students to much of the daily slang as well as complex vocabulary that they hear from native English speakers in routine conversation. It is the responsibility of the ESL instructor to provide this teaching at the appropriate juncture, and the most advantageous route is specialized vocabulary. This paper provides a discussion of the concept of word elements in the English language. It continues with an analysis of the methods by which ESL instructors teach technical or specialized vocabulary in their coursework, including various learning strategies for students. Finally, a brief discussion of the importance of specialized vocabulary in ESL acquisition precedes a conclusion.
From the Paper
"Gairns and Redman (47-48) describe three forms of word building: affixation, which is the process of adding prefixes and suffixes to the base part; compounding, which is the formation of two or more words that can also stand independently as a single word, and includes three types: adjective compounds, verb compounds, and noun compounds; and conversion, which is the process by which a word may be used in more than one way, such as a noun and a verb. Furthermore, Gairns and Redman (50) discuss the difficulties involved in word pronunciation, which often demonstrates the large disparity between the ability to write words in English and the ability to pronounce them correctly. Therefore, the importance of pronunciation must be expressed in student learning in order to achieve total mastery of the English language."
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Teaching English as a Foreign Language, 2005.
An in-depth research paper examining the difficulties and challenges of teaching English as a second language.
19,400 words (approx. 77.6 pages), 30 sources, MLA, AU$ 401.95
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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."
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English as a Second Language, 2006.
An in-depth look at the levels of anxiety experienced by students learning English as a second language.
8,948 words (approx. 35.8 pages), 23 sources, MLA, AU$ 300.95
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Abstract
This study provides a comparison of language learning anxiety between language learners being instructed by both native and non-native English as a second language teachers in Taiwan today. This paper uses a critical and comprehensive review of the peer-reviewed and scholarly literature to develop the background and resources needed to answer the study's guiding research questions. The paper provides a summary of the research, important conclusions and salient recommendations in the concluding chapter.
Contents:
Introduction
Chapter 1:
Definition and Overview of Anxiety
Language Anxiety and ESL Instructors
Chapter Summary
Chapter 2: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Chapter 3: Data Analysis
Chapter 4: Summary, Conclusions and Recommendations
From the Paper
"According to these authors, "Motivation, it now appears, is but one of many individual variables that influence the success of language learning. Anxious students can filter their language learning experience through such thick shielding that often immense amounts of comprehensible input result in limited intake. Risk-takers in terms of language learning progress more quickly and experience greater enjoyment than do their non-risk-taking peers" (emphasis added) (Leaver & Shekhtman, 2002, p. 15). In the classroom setting, a number of interpersonal and small-group issues can enhance or impair the efforts of any individual student in the "visible classroom" (the overt relationships) who reacts poorly to the "invisible classroom" (ubiquitous but covert group dynamics), to use the concept and terminology advanced for this purpose (e.g., the significance of small-group dynamics and rapport may be greater than many teachers realize) (Leaver & Shekhtman, 2002).
The vast majority of research on these variables has been conducted on groups of students with mixed backgrounds and at lower levels of proficiency. Based on their lengthy experience and empirical observations, our seventeen-year experience in extensive and intensive work with Superior-level students, learners at this level, especially those studying in courses and groups, tend to have a different set of anxieties, most of which are more closely tied to linguistic aspects of job performance than to the intellectual risk-taking required of language learning in general (Leaver & Shekhtman, 2002)."
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