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Teaching ESL to Adults, 2004.
A look at the challenge of teaching English as a second language to adults in a multilevel class.
1,839 words (approx. 7.4 pages), 4 sources, MLA, $ 58.95
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Abstract
This paper looks at how there are many strategies that can be used within the ESL classroom that will assist both ESL adults and children in their goals of effectively maneuvering through their new English-speaking world. It examines how adult ESL learners are especially helped by conversation and communication styles, as the subtleties of the impact that culture has upon language may be one of the hardest lessons they have to learn.
From the Paper
"There are many strategies and or styles for the integration of communication into the ESL classroom, several of which are outlined by Peyton and Crandall in Philosophies and Approaches in Adult ESL Literacy Instruction. Within this work Peyton and Crandall briefly review each of the five major ESL approaches: Freirean or participatory education, whole language, language experience approach, learner writing and publishing, and competency-based education. Within all five of these proven successful approaches the reader can see the import and impact of interpersonal communication on the learner."
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English as the Official Language, 2002.
A discussion of the need for additional languages in the U.S.
1,206 words (approx. 4.8 pages), 7 sources, MLA, $ 41.95
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Abstract
This paper questions the policies of the U.S. government in making English the only official language of the U.S. The paper shows how federal regulations, such as Executive Order (EO) 13166, impose too high a cost and burden to serve the needs of a small interest group and, in some instances, make it more difficult for LEPs to obtain access to the very services that they are intended to facilitate.
Contents:
Introduction
Research
Summary
From the Paper
"Advocates of bilingual education state that these programs teach English in the most effective manner. They believe that English-Only instruction can leave LEP students languishing behind their native English speaking peers. They state that children who can?t understand what their teacher is explaining have a very tough time doing well in school, and many of these kids drop out at an early age."
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Second Language Learning, 2002.
This paper discusses the problems concerning bilingualism in the classroom and the importance of English as a second language (ESL) programs.
2,500 words (approx. 10.0 pages), 9 sources, APA, $ 75.95
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Abstract
This paper examines how, in the United States, ?bilingualism? is a term that goes far beyond the use of more than one language and how the bilingual child in the American classroom commonly summons forth the image of a child who speaks English poorly, has difficulty learning and keeping up with his peers in school, and needs remedial classes. It discusses how English as a second language (ESL) programs are essential for the bilingual and/or multilingual students and how the bilingual learner in the American classroom deserves the same opportunities as those provided to native English-speaking students. It shows how decade's researchers and educators alike have argued about the best ways to teach ESL, and although many have disagreed on the methods employed by most ESL programs, few can argue about the importance of such programs in the American educational system.
From the Paper
"For the most part, studies conducted to date on classroom interaction and English as a second language learning (ESL) began their examinations into second and foreign language learning from this more traditional perspective. However, ?they cross disciplinary borders and draw on theoretical insights and empirical evidence found in areas outside of what has generally been considered the main purview of the ESL field. Their findings join our interests in reconceptualizing second and foreign language learning using a broader, sociocultural perspective of language and learning with practical concerns for nurturing classroom communities of successful second and foreign language learners.? "
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Teaching the Diverse Student Community, 2002.
A discussion on how to improve standards of education of students with diverse, multi-cultural and multi-linguistic backgrounds.
996 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper examines how the United States is a nation of multi-cultural diversity and how, today, educational institutions are faced with a difficult problem of improving their standards and adapting their curricula to cater to the learning requirements of students from a variety of cultural origins. It looks at how some of the institutions have tried to overcome this problem by having multiple standards for the native English-speaking and the LEP (Least English Proficiency). It analyzes how this approach has seriously handicapped the LEP students by lowering their standards and attempts to propose a remedial solution.
Outline
Introduction
Coupling Language Skills and Knowledge Acquisition
Cross Disciplinary Approach
Interactive Study
Work Groups
Conclusion
From the Paper
"Teaching is taken to a new dimension when teachers follow a cross- disciplinary approach. This is especially so in a multicultural class environment wherein students from different cultural and linguistic backgrounds are involved. In a cross disciplinary approach, as and when the students encounter a new term (culturally) the teacher takes time to delve in depth about that particular aspect. This may consume considerable time and effort but it is always rewarded with a better understanding on the part of the student. Furthermore research also indicates that teachers with multilingual abilities help the LEP students to understand and assimilate the subject content better by providing them with translations in their own languages as and when required."
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TESOL, 2002.
This paper discusses the methodology for teaching English to speakers of other languages, TESOL.
2,365 words (approx. 9.5 pages), 6 sources, MLA, $ 72.95
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Abstract
This paper explains that TESOL differs from English instruction for native speakers in that its primary foci are on language and cultural practices in English-speaking countries, as opposed to English literature.The author points out that of the many alternative methods now in use, most have common basic elements: The learning of phrases and sentences instead of single words, the infrequent use of the native tongue, and the emphasis on the spoken language, but all still rely on memory as the key to mastery and include a variety of tools to aid memory, including video and audio tapes, drills and exercises. The author recommends that the instructor yo-yo back and forth from the right brain of Total Physical Response Approach (TPR) to the left-brain of ALM; anything new is first internalized through the body with TPR, then switch to the other side of the brain for verbal exercises of speaking, reading, and writing.
Table of Contents
Introduction
Various Approaches in TESOL
The Communicative Approach
The Natural Approach
The Task-Based Approach
The Audio Lingual Approach
The Silent Way Approach
The Counseling-Learning Approach
The Accelerated Learning Approach
The Total Physical Response Approach (TPR)
Conclusion
From the Paper
"The natural approach is based on a number of hypotheses about learning procedures and conditions for learning. Most of the hypotheses are based on one of the most influential models of Second Language Acquisition, called the Monitor Model, developed by the American Linguist, Stephen Krasher. The Monitor Model is closely linked to the distinction between learning and acquisition. The adult learner has two ways of attaining the ability to perform in English: tacit (or subconscious) acquisition and conscious learning. The monitor hypothesis states that in English performance, the subconscious knowledge of English attained through acquisition initiates an utterance plan, whereas the monitor checks and corrects the language output. The Monitor is explicit; it is the learned knowledge of rules of the language (Rosebery et al. 1992)."
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IT and Language, 2002.
An examination of the effect of information technology on language around the world.
1,098 words (approx. 4.4 pages), 3 sources, MLA, $ 38.95
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Abstract
This paper claims that information technology (IT) and its present language of preference, English, is having a profound effect upon global societies through its influence on native languages and, hence, on native cultures. This paper addresses those and other issues regarding Internet, language, and globalization.
From the Paper
"As to the impact Western-spawned technology in general is having on cultures overseas, author Thomas L. McPhail (Global Communication: Theories, Stakeholders, and Trends) suggests that there is a kind of ?electronic colonialism? (EC) now sinking its fangs into lesser developed countries (LDCs). This EC reflects the dependency LDCs have on the West, which is caused by ?the importation of communication hardware and foreign-produced software, along with engineers, technicians, and related information protocols? (pp. 14-15) into LDCs. These hardware and software technologies (?from comic books to satellites, computers to fax machines, CDs to the Internet?) establish a set of foreign norms, values, and expectations that, to varying degrees,? McPhail asserts, ?alter domestic cultures, habits, values and the socialization process itself.?
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Language, 2002.
A study into the importance of language on a community and culture.
956 words (approx. 3.8 pages), 4 sources, MLA, $ 33.95
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Abstract
The purpose of this discussion is to analyze the impact of language, culture and community on education. The main focus of the paper is an analysis of the importance of a common language within the classroom. The paper begins with a discussion of the definition of language. The writer believes that as America continues to grow in diversity, the education system will have to deal with problems associated with language and cultural differences.
From the Paper
"Language is one of the most important components of any society and allows individuals to communicate with one another. In the educational environment speaking a common language is essential to the learning process. When teachers and students speak and understand the same language the results can be dramatic. Students are able to learn more comprehensively and teachers are able to communicate more effectively with parents."
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"Politics and the English Language", 2002.
Analyzes George Orwell's essay, written in 1945 on the insincerity of English prose writers.
1,100 words (approx. 4.4 pages), 2 sources, MLA, $ 38.95
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Abstract
George Orwell's discourse on the political and social significance of the modern English writing is the primary theme shown in his essay, "Politics and the English Language," (1945). The paper shows that in this discourse, Orwell discusses the faults of modern English language regarding the gradual spread of vagueness and insincerity in the meaning of prose text. The paper shows Orwell's proposed solutions to this problem of vagueness in the English language, especially with regard to political writings. To convey Orwell's idea of poor English prose, this paper analyzes Abraham Lincoln's "The Gettysburg Address," delivered in 1863 as the President's reaction to the ongoing Civil War during that period.
From the Paper
"For Orwell, thought must definitely determine language, and not the other way around. This means that there must first be clarity and sincerity of thought before effective writing will take place. This way, problems of vagueness will be avoided, an element of writing that results to insincerity. This means that the use of elaborate explanations to express a feeling or thought is an ineffective way of explaining and describing these thoughts, and Orwell suggests that long and elaborate sentences must be replaced with short, concise ones, where meaning will become clearer to the audience. While avoiding an imposition of definite rules in English writing and composition, Orwell enumerated and discussed the common mistakes and faults that prose writers commit in expressing their thoughts on important issues, especially those that are political and social in nature."
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Jewish American Culture in Yiddish, 2002.
An analysis of Yiddish culture within the American Jewish community.
2,541 words (approx. 10.2 pages), 6 sources, APA, $ 77.95
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Abstract
This paper explores the use of Yiddish by Jews in America, as a way of restoring and maintaining their ties with the world they emigrated from. Specifically, the paper looks at the Yiddish Radio Project, which in collaboration with National Public Radio is trying to save the voices of this language and culture. The paper includes a brief history of Jewish immigration to America.
From the Paper
"When most American?s recall the history of American music they think of Jazz. If one has nay recollection of the history of Jazz he or she might also know that early Jazz creaters and performers were often poorly compensated for their effort, doing tours for very low pay with limited accomidations because they were black. One of the most beloved musical phenomena?s of the twentieth century was accepted if not demanded in some of the most regal of hotels and clubs and the musicians were allowed to perform but were not allowed to eat or sleep there because of their race."
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Active and Passive Sentences, 2002.
Discusses and compares these forms of sentence structure.
888 words (approx. 3.6 pages), 2 sources, MLA, $ 31.95
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Abstract
The term active or passive typically denotes what type of verb and emphasis is being placed on that verb within an individual sentence. A passive sentence is derived from an active sentence and does not stand alone as a basic sentence type. The paper shows that most people speak and comprehend words in the active form. The active form can be manipulated however, so that the performer of an action within the sentence is de-emphasized, and the main subject or actor noun is moved into an adverbial prepositional phrase. The paper explores how passive sentences and phrases challenge the student of English.
From the Paper
"Passive sentences by nature are difficult to comprehend and interpret, because they don?t follow the logical ?thought process? most people incur when speaking. By changing the position of the subject and direct object, and the inclusion of ?by? in passive sentences, an English student may not understand correctly what is being said initially. For example, one might say ?Perry was beat by Jake? instead of ?Jake beat Perry.? The latter sentence, in the active form, is easy to understand. Jake is the doer in this sentence. The first sentence however, written in the passive, may confuse the reader into assuming that Perry did the beating, because Perry is assuming the position of the primary noun and ?doer? of an action within the sentence. One would have to review the sentence carefully to make a proper assumption (245)."
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