Action Research Proposal The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have a material set of rules or guideline as to what sound every letter of the alphabet signifies. For instance, the letter e can be pronounced as e, eh. In addition, the tenses of verbs can also hamper learning. Cultural differences also play a key role in acquisition of the English language (Wold, 2006). There have been deliberations regarding the most efficacious approaches of second language instruction. Picture seeing texts and hearing sounds that do not correspond with those that are read and heard internally. Picture being perplexed and frustrated incessantly while trying to perform basic tasks within the classroom. Notably, these are some of the challenges that English language learners experience everyday within the classroom. They have limited proficiency in English and face challenges in reading, writing, speaking, or comprehending the English language (Bell and Bogan,...
It can be argued that comics are a remarkable instrument for engaging reluctant students and not only help in appealing students in learning the English language but also in understanding literary themes (Rokhayan and Utari, 2014). Comics signify a dissimilar and exciting aspect in learning the language devoid of forfeiting plot, vocabulary, as well as other significant element of reading comprehension (Issa, 2018). Taking this into consideration, comics can also be beneficial in English language learners’ acquisition of literacy. Addressing the research question will help in achieving the research purpose. Imperatively, this will aid in ascertaining the efficacy of using comics in teaching English to English language learners. It will be possible to make a determination whether comics are an efficacious, efficient and appealing learning model that can help in student engagement in being active in learning the language. In overall, the purpose is to enhance the capability of the students in comprehending dialogue, enhance their motivation and self-confidence in learning English and developing learning strategy and efficacious, efficient and fun learning model.
Clearly, if there is motivation from the parents to encourage English literacy, whether that be to help them or simply to focus the student on succeeding and graduating, studies see a 30-40% increase in scores in individuals in which the parents are actively involved in the ESL class. Thus, there are a number of proven successes that are available to help increase the efficacy of English instruction in the
The long-term effects of such learning suggest that language skills and vocabulary are also retained longer when learned in a context other than pure ESL instruction (Song 2006). Both quantitative and qualitative data will be collected and analyzed as a part of this research study. Questionnaires with both closed and open response sections will be developed independently for students and ESL instructors, and administered electronically to those involved both in
GAP stands for Guadalupe Alternative Programs and stands to serve St. Paul's Latino youth living on the West Side for the last fifty years. Programs like GAP have existed to promote the wellbeing of St. Paul's, Minnesota's Latino student population by offering services like counseling, educational programs, emergency resources, and job assistance (GAP, n.d.). While GAP still assists the Latino student population, times have changes and the Latino population has
Theoretically, CLIL draws on research that situates the integration of language and content as the relationship between form and meaning. An understanding of the theory and practice related to the content-based classroom is essential to the present study. In this section of the chapter, I outline the underlying theory and rationale commonly cited as a basis for CLIL, review empirical research that has evaluated CLIL in the classroom, and
The acculturation model developed by Schumann (1978) consists of a taxonomy of variables that were developed based on the concept that both social (group) and affective (individual) variables are the primary causative variables as shown in Table __ below. In this regard, the term "acculturation" is used to refer to the learner's positive identification with, and hence social and psychological integration with, the target language group. For instance, Schumann
This was usually the case with the proliferation of British rule at the time; trade was the predecessor to British Colonialism. For administrative purposes, Singapore became a part of Penang and Malacca which were two other settlements in the region. By 1826 these areas were grouped together and became known as the Straits Settlement. Initially the centre of the Straits Settlement was Penang. Penang was governed by Calcutta and
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