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Language Arts Education, 2007.
This paper discusses the development of a philosophy of language arts education for grades 7-12.
2,800 words (approx. 11.2 pages), 12 sources, APA, AU$ 89.95
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Abstract
This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper
"Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
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Culture, Language and Education, 2008.
This paper explores the roles of culture and language in education.
1,255 words (approx. 5.0 pages), 10 sources, APA, AU$ 45.95
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Abstract
The paper explains that culture is a learned system of beliefs that are personalized and that affect every aspect of a student's life. The paper further explains that culture is expressed through language, which is often particular to the societal group and requires a complete understanding of cultural values to comprehend. The paper shows how these two factors work hand-in-hand to shape the individual's learning and so concludes that both factors must be supported in the classroom.
From the Paper
"Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the manner in which the student continues a relationship with learning."
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Foreign Language Education, 2004.
A discussion of the importance of learning a foreign language.
2,607 words (approx. 10.4 pages), 6 sources, MLA, AU$ 83.95
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Abstract
This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreign language skills. The paper compares the minimal emphasis that the American educational system places on learning a foreign language to the much stronger emphasis placed on learning a foreign language in virtually all other countries and then explains why the American educational system would be wise to implement better foreign language programs and promote the acquisition of a foreign language.
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."
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Standard and Non-Standard Language, 2007.
An analysis of the issues surrounding the use of standard and non-standard language varieties in education.
1,908 words (approx. 7.6 pages), 11 sources, APA, AU$ 64.95
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Abstract
The paper attempts to determine the place of standard and non-standard varieties of English in education. It examines how the study of language attitudes has a long history that has expanded across several decades and social scientific disciplines and how it recognises that language is a powerful social force that does more than convey intended referential information. The paper also looks at how a "standard" English has developed over the years and how it has been dictated by association with the social group with the highest degree of power, wealth and prestige.
From the Paper
"By the 16th century a specific form of English used mainly by the government, and among the most educated, had surfaced and the standardisation of its written form was later encouraged by the development of the printing press. Regional dialects which possessed their own distinctive grammar, vocabulary and accent, continued to be spoken by all classes of society until their rapid decline in the 19th century. The main reason for this decline was related to issues such as geographical mobility, the spread of education, and the mass-readership press. Meanwhile, a standard form of accent, now known as 'received pronunciation' (RP) had emerged and by around 1900 this form, or one very close to it and containing only a few small markers of one's local accent, had come to be widely recognised as the form indicative of 'educatedness' (Honey, 1983)."
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The Impact of Language and Culture on Learning, 2008.
This paper examines the ramifications of language and culture on education.
1,024 words (approx. 4.1 pages), 9 sources, APA, AU$ 39.95
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Abstract
The paper discusses the various strategies that school systems have employed to better integrate native languages and cultures into their curriculum. The paper emphasizes the need for educational systems to develop an integrated learning system which addresses the learning needs and styles of all students rather than just the majority culture.
From the Paper
"The importance of understanding the impact that a student's native language and culture has on his or her ability to learn is critical in the success of the educational program the student is in. Zehler touches upon the importance and complexity of language and culture on educational success when she states that English language learners (ELL) have specific needs: "...they need to build their oral English skills. They also need to acquire reading and writing skills in English. And they must...maintain a learning continuum in the content areas (e.g., mathematics, science, and social studies)"(1994). Thus, educational programs and, indeed, systems must account for not simply for the ELL student's target language acquisition but the ELL student's entire curriculum base."
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Teaching English as a Second Language, 2007.
This paper discusses the best way to impart a second language through a content-based and communicative immersion approach.
1,200 words (approx. 4.8 pages), 2 sources, MLA, AU$ 44.95
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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."
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Multicultural Education in the Early Years, 2002.
This paper examines the importance of multicultural education for the development of language skills in the early years of education.
1,358 words (approx. 5.4 pages), 4 sources, MLA, AU$ 48.95
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Abstract
This paper addresses the issue of multiculturalism and its connection to teaching students for whom English is a second language. It examines two main schools of thought. One believes that although schools should recognize the diversity of cultures in our midst, the primary goal of education should be to teach all children to speak English fluently, as soon as possible, and to make sure they are solidly grounded in mainstream American culture. An alternate view is that instructional approaches should support the development of the primary language and understanding of the primary culture rather than acculturation to mainstream culture.
From the Paper
"Over the past few decades, the United States has become a country of markedly more diverse subcultures than ever before. At the same time, educators have grown in their understanding and appreciation of the richness that diversity can bring to the educational environment. In spite of this, little research has gone into the effects of language instruction on the cultural development and understanding of students for whom English is a second language. The value of multicultural education is recognized at all levels of education in our country. Recognition of cultural differences as an enriching fact does exist in preschool. However, some educators concerned with the needs of "second culture" children believe that culture and language cannot be separated, and that cultural diversity that eliminates the child's primary language is inherently distorting (Phillips & Crowell, 1999a)."
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Speech Language Pathology, 2007.
This paper explores the education and employment of speech language pathologists.
1,248 words (approx. 5.0 pages), 6 sources, MLA, AU$ 45.95
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Abstract
The paper researches and examines the qualifications necessary for the career of the speech language pathologist. The paper looks at the educational requirements, colleges that offer preparation for this career and the costs of attending a college or university. The paper also discusses the employment outlook, earnings, the nature of the work, the working conditions and the typical day of a speech-language pathologist.
Outline:
Objective
Introduction
Educational Requirements
Colleges Offering Courses for Speech Language Pathology
Costs of Attending College or University
Employment Outlook
Earnings
Nature of the Work in Speech Pathology Field
Working Conditions in Speech Pathology Career
Typical Day Informational Interview
Summary and Conclusion
From the Paper
"The speech-language pathologist is one who treats individuals with "speech, language, voice and fluency disorders" (U.S. Department of Labor, 1997) Specifically the speech-language pathologists treats those who are unable to make sounds of speech or who cannot make those sounds clearly as well as those with problems in speech rhythm and fluency. One example of this is stuttering. Direct clinical services are provided by the speech-language pathologist to individuals who have communication disorders."
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Education of Deaf and Hearing Impaired Students, 2003.
An annotated bibliography covering literacy education, language structure and acquisition, cognitive issues, and learning and teaching strategies and tools
11,600 words (approx. 46.4 pages), 31 sources, APA, AU$ 242.95
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Abstract
This paper covers many of the topics dealing with the education of the hearing impaired. It looks at several of the methods of communication employed by the hearing impaired (oral, sign, etc.), deaf culture, technology for the deaf (cochlear implants, text telephones (TTY), hearing aids, etc.), teaching strategies for working with deaf students in a mainstream classroom, interpreters, books containing deaf characters, and strategies for improving literacy (reading and writing). Included in the paper are an introduction, a detailed annotated bibliography divided into the sections listed in the subtitle, and a conclusion. Also included are an appendix of additional sources and a series of tables for quick review of what is covered in the annotated bibliography.
From the Paper
"The education of deaf students has been an issue of debate for centuries. Some people believe that deaf students, preschool through college level, should be in a self-contained classroom or special school. Others believe that mainstreaming deaf students into a regular classroom is the best way to prepare these people to function in the hearing world. The Education for All Act of 1975, mandating that children should be provided education in the least restrictive environment, has led to more deaf children entering regular public schools."
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Bilingual Education in Ontario, 2008.
This paper looks at bilingual education and special education in Ontario.
3,145 words (approx. 12.6 pages), 18 sources, MLA, AU$ 97.95
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Abstract
In this article, the writer notes that Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges special education teachers, as they must explore different teaching methods and novel approaches to second language studies. The writer points out that other special education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.
Outline:
Introduction
Background
Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks
From the Paper
"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."
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Bilingual Education, 2006.
This paper discusses the urgent need for bilingual education to bring foreign-born students up to the level of their American born counterparts.
2,497 words (approx. 10.0 pages), 18 sources, MLA, AU$ 80.95
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Abstract
This paper examines the various reasons why bilingual education is not only necessary but also effective. The writer of this paper stresses the need for bilingual education as a step to wean students from their native language as effectively as possible and to get them into the educational mainstream. Critics of bilingual education believe that non-English speaking students are not sufficiently mastering the English language and as a result low test scores prove that education is failing them in both their native as well as their second language.
From the Paper
"For children in primary, secondary, or even college level grades, as well as for their parents, bilingual education is a "must". Money must be found to develop and maintain a number of such bilingual programs. Bilingual education is, to repeat, a transitional step to wean school children from their native language, as effectively as possible, and to get them into the educational mainstream."
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Bilingual Education and Charter Schools, 2002.
Discusses these forms of education as a solution to English Language Learning (ELL) students and the problems they face within mainstream education.
1,043 words (approx. 4.2 pages), 2 sources, MLA, AU$ 39.95
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Abstract
This paper argues that English-language learners (ELLs) and underprivileged and minority children that have difficulty fitting in with mainstream schools need more latitude in dealing with their language and socio-economic barriers. The author of the paper is of the opinion that bilingual programs and charter schools hold the best hope for providing them with a foundation to succeed despite their initial limitations. Bilingual programs allow students to learn in the only language that they understand and charter schools devise programs that serve the needs of children that have had trouble succeeding in traditional schools.
From the Paper
"Bilingual education would be a better way to pursue the welfare of ELL students for several reasons. Contrary to popular fears, bilingual education does not prevent students from learning English or from assimilating into American culture. Instead, bilingual education teaches English in a very effective manner while providing students with the ability to learn academic content through their native language that they are the most comfortable with. Thus, students become proficient in two languages that will prove beneficial in adulthood, without sacrificing their ability to do well in school because they can't understand their teachers. With respect to the sheltered instruction/structured immersion option, it's simply not fair to offer inferior academic content to students that can't speak English. This, in essence, denies them the right to an equal education."
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Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, AU$ 46.95
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Abstract
This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
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Bilingual & Monolingual Education, 2001.
Discusses Thomas Sowell's theory ("A Conflict of Visions") of contrained and unconstrained views. Brief history of bllingual education in U.S. Results of each education theory. Argues it is desirable to learn dominant language.
1,125 words (approx. 4.5 pages), 2 sources, AU$ 42.95
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From the Paper
"This paper examines the arguments for bilingual versus monolingual education in American schools in light of Thomas Sowell's argument in A Conflict of Visions that all perspectives of the world are derived from either a constrained or an unconstrained view of human beings. Sowell contends that those who think about the way things are or ought to be approach their thinking from a point of either believing that people operate from limited potential and selfish interests or base their actions on an innate desire to improve the world, even at personal expense. Applied to the question of whether students whose first language is not English should be taught in an environment that mixes their native language with instruction in English or should instead be taught only in English, Sowell's dichotomy suggests very different answers based on very..."
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Language through Immersion, 2005.
Examines the benefits of total physical response when teaching language through immersion.
2,250 words (approx. 9.0 pages), 5 sources, AU$ 95.95
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Abstract
This paper demonstrates why TPR is such an effective method for language instruction. The paper thoroughly examines the nature, principles, and practice of TPR among educators, pointing out along the way the primary reasons why it is a superior pedagogical method when contrasted with some other language education methods.
From the Paper
"Language acquisition is fast becoming a major part of state-sponsored education. Increasingly diverse communities in the West have made it a requisite that schools understand and cater to the needs of students from other linguistic backgrounds. In addition, the ability to quickly pick up a second language in some parts of the world is important to future socioeconomic success. For example, in the United States, an ability to speak Spanish can be exceptionally beneficial for individuals working with the public. In the West and Southwest, this is particularly important and can mean the difference between securing a coveted job and not. The real question for educators is in determining what the best means of teaching languages is."
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The English Language and India, 2005.
This paper discusses the history of the British using their English language and culture in India to "educate the Indians".
2,280 words (approx. 9.1 pages), 6 sources, MLA, AU$ 75.95
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Abstract
This paper explains that, beginning in the 18th century, the British missionaries and their establishing institutions of learning, which initiated much of the early education of the Indians, thought that if English was intrinsically healthy, it stood to reason that the Indian languages were the opposite. The author points out that, to find employment in a civil service position, an individual needed to pass an English qualifying exam and receive a "western degree"; therefore, it is no surprise that the educated class, in some cases, became more English than the English. The paper relates that, with the leadership of Gandhi, who was once an avid Anglophile, the many Indian languages came to be favored over English; however, even today, English is used as a kind of national language for affairs of state because India is multi-lingual and having a unifying language is seen as important. Several long quotes.
From the Paper
"The group that benefited possibly the most was the Bengalis.
The Bengalis developed a vigorous Westernized culture quite independent of their British neighbors. Education became a mark of social distinction as well as a means for advancement. Competition in the schools and universities was (and is) fierce by Western standards. The highly educated and literate populace gave rise to a great demand for books. A few blocks south of the Marble Palace is the College Street Market where, adjacent to the dignified buildings of Calcutta University, there exists a prodigious collection of publishers and booksellers. The market is an intellectual phenomenon in itself, probably the largest book market in the world. Books on every conceivable subject are published both in English and Bengali. The Bengali authors have a marvelous facility with the English language and at its best the quality of literature in Calcutta ranks with that of any center in the world."
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