This article is of value to the present research for its identification of some critical research promoting the integration of vocabulary acquisition strategies into more traditional modes of language development instruction.
Laufer, B. & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411
This article by Laufer & Rozovski-Roitblat (2011) adds to the recurrent discussion -- often featuring contributions from Laufer -- regarding task differentiation and its impact on learning patterns among ESL students. The article here considers that a combination of learning task orientation and the degree of occurrence of a targeted term can be assessed in evaluating the effectiveness of certain teaching strategies in producing longterm retention. According to the study, in the methodology and data-gathering processes, "learners were exposed to 60 target words, 10 words in each condition during a 13-week course of study, and were…...
mlaWorks Cited:
Aykin, N. (2009). Internationalization, Design and Global Development: Third International Conference. Springer.
Brown, T.S. & Perry, F.L. (1991). A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition. TESOL Quarterly, 25(4).
Phonetic reading methods are actually older than the whole language approach: "The traditional theory of learning established in the 19th century draws on the notion that children need to break down a complex skill, like reading, into its smallest components (letters) before moving on to tackle larger components (sounds, words, and sentences). Phonetic reading instruction applies this theory; children are taught to dissect unfamiliar words into parts and then join the parts together to form words. By learning these letter-sound relationships the student is provided with a decoding formula that can be applied whenever they encounter an unfamiliar word" (Curtis 2009). Advocates of this approach would say that given that ESL students are more apt to encounter unfamiliar words compared with their native English peers of the same level of academic intelligence, phonetics seems like the best solution. hole learning advocates state that approaching language in such a slow, methodical…...
mlaWorks Cited
Curtis, Jenny. (1997). Whole language vs. phonetics: what is better?
Superkids. Retrieved March 25, 2009 at http://www.superkids.com/aweb/pages/features/reading/phonics.shtml
Eric. (2005, April 3). Teaching of reading. ESL HQ. Retrieved March 25, 2009 at http://www.eslhq.com/forums/esl-articles/teaching-reading-121/
Peyton, Joy & JoAnn Crandall. (1996). Philosophies and approaches in adult ESL literacy instruction. ERIC Digest. Retrieved March 25, 2009 at http://www.ericdigests.org/1996-2/esl.html
, 1997). Relevant to ESL students and teaming between ESL teachers and mainstream teachers, the St. Paul, Minnesota. school district has replaced assigning ESL students to a full-day ESL track or having an ESL teacher regularly pull them out of class. Instead, mainstream and ESL teachers co-teach in the same classroom. With this approach, the school district has nearly closed the achievement gap between English-language learners and native speakers, based on state test results (Zehr, 2006).
George and Alexander (2003) add to the St. Paul, Minnesota approach by exploring school structure and the way teams are organized. These researchers mention that there's no single acceptable model for organizing teams; they can include small partner (two-teacher) teams, three-teacher teams, four-teacher teams, or grade-wide teams. Schools will have to select a model that best fits with its environment. George and Alexander have also identified characteristics of highly effective teams: student-centered focus; strong commitment…...
mlaBibliography
Dickinson, T.S., & Erb, T.O. (1997). We gain more than we give: Teaming in middle schools. Columbus, OH: National Middle School Association.
Epstein, J.L. (1985). Effects of teacher practices of parent involvement on change in student achievement in reading and math. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
Felner, R.D., Jackson, a.W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528-532, 541-550.
George, P.S. And Alexander, W.M. (2003). The exemplary middle school (3rd ed.). Belmont, CA: Thomson/Wadsworth Learning
For such crucial areas as writing instruction, the simple use of email can prove to render this effect. To the point, one article indicates to us that "writing in itself is often considered a process that involves four main stages i.e., planning, drafting, revising and editing. These four steps seem to be applicable for paper-based writing as well as for e-mail writing. They can be integrated to form the electronic-based tutorials." (Article?, 1)
The application of this technology can be crucial not just for imposing practice and application of an evolving skill but also for helping to reinforce the centrality of writing in using the medium effectively. Such instruction tends to inform a reciprocal relationship between learned expressive insights and their practical applications in terms of inducing a culture as well. ith the internet, the flexibility enabled by email composition and other facets of writing uniquely facilitated in this context…...
mlaWorks Cited:
Article? (?). The Effectiveness of the Electronic Tutorial in Enhancing Writing Skills.
Clovis, D.L. (1997). Lights, Television, Action. Educational Leadership.
Hurt, J. (2004). The Advantages and Disadvantages of Teaching and Learning Online. The Delta Kappa Gamma Bulletin.
Kurshan, B.; Isler, E. & Blackburn, J. (?). The ESL Electronic Classroom. Educorp Consultants Corporation.
They also use language to negotiate with parents and teachers for pocket money and extra time for assignments respectively, and so on. All these contexts can be used to provide students with a familiar and supportive environment of learning.
The most important element that emerges from this chapter is the fact that students can no longer be seen as homogeneous automatons, who learn language in precisely the same way. Human beings all differ in terms of ability and learning style. Recognizing this enables teachers to better address their students' learning needs and also to derive better ways of assessment that truly measures the learning process. An integrated assessment, in other words, will provide a better way of assessing the learning process rather than only fragments of language learning.
Chapter 5 focuses on the importance of observation in assessing the process of speaking and listening skills. Closely connected to preliminary and ongoing…...
Brevity is also necessary because reading for content and for linguistic problem solving is the focus" (Kruger). In contrast to the brevity of the intensive program the extensive program "consists of longer selections, that are assigned to be read outside of class, like novels or short stories" (Kruger).
Of course a major goal of the program was English language knowledge and reading comprehension, but "Vocabulary building is an intrinsic part of all aspects of the program too," and "Increasing reading speed is an integral by-product of this program, and comes about naturally as a result of increasing facility in reading" (Kruger). Reading speed was not seen as essential, but, as the author said, it was a natural "by-product" of the program. Both of these last two features also were desired features of the programs. Reading comprehension truly comes with an increased vocabulary, and as students understand the material better they…...
mlaWorks Cited
Cahyono, Bambang Yudi. "After Three-year Immersion in the Australian Mainstream
Classroom: Towards More Advanced ESL Literacy Learning Development."
K@ta 8.1 (2006): 35-43.
Clachar, Arlene. "Re-Examining ESL Programs in Public Schools: A Focus on Creole-
3. Results will potentially uncover gaps within the program and/or issues that need to be addressed by a multidimensional, higher level, university committee.
What are the specific issues each group of stakeholders has regarding ESL?
Are there best practices that should be included in xy university's ESL program?
What are the most successful current ESL techniques? The least successful?
What can students and instructors do to improve ESL in the short-term? Long-term?
Learning Objectives for Barriers
Guiding Questions
1. Description of basic research data that focuses on barriers to learning ESL.
2. Categorize the template data from the research.
3. Address the major concerns through reevaluation of lesson plans.
For the stakeholders, what are the overall barriers to ESL language learning at xy universities?
What methods, changes, techniques, or alterations can be used to improve ESL instruction?
What responsibilities do the basic stakeholders have in regarding to improving listener accountability?
What can the university as a whole do to improve the quality and…...
(Echevarria, Short & Powers, 2006)
eferences
Arriaza, G. (1997). Grace under Pressure: Immigrant Families and the Nation-State. Social Justice, 24(2), 6+.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational esearcher, 33, 3-15.
California Department of Education, Educational Demographics Unit. (2004). Statewide Stanford 9 test results for reading: Number of students tested and percent scoring at or above the 50th percentile ranking (NP). etrieved January 5, 2007, at http://www.cde.ca.gov/dataquest/
Echevarria, J., Short, D., & Powers, K. (2006). School eform and Standards-Based Education: A Model for English-Language Learners. The Journal of Educational esearch, 99(4), 195+.
Harry, B. (1992). Making Sense of Disability: Low-Income, Puerto ican Parents' Theories of the Problem. Exceptional Children, 59(1), 27+.
Lavadenz, M. (1994). The role of paraprofessionals in the instruction of limited English proficient students (ep. No. ED 368206). Los Angeles: Loyola Marymount University.
National Center for Education Statistics. (2002). Schools and staffing survey, 1999-2000: Overview of the data for public,…...
mlaReferences
Arriaza, G. (1997). Grace under Pressure: Immigrant Families and the Nation-State. Social Justice, 24(2), 6+.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15.
California Department of Education, Educational Demographics Unit. (2004). Statewide Stanford 9 test results for reading: Number of students tested and percent scoring at or above the 50th percentile ranking (NPR). Retrieved January 5, 2007, at http://www.cde.ca.gov/dataquest/
Echevarria, J., Short, D., & Powers, K. (2006). School Reform and Standards-Based Education: A Model for English-Language Learners. The Journal of Educational Research, 99(4), 195+.
We know this situation is particularly critical for special education, ESL, and bilingual teachers. Although these teachers require an even deeper understanding of reading, language, curricula, and instructional practices than do mainstream teachers, in fact they have even fewer opportunities in their preparation programs to acquire this expertise." (AND, nd) The report states that as well that grade retention does not result achievement in reading on a long-term basis without the provision of "specialized instruction." Stated as three findings in the AND study is that: (1) High stakes tests are affecting reading comprehension instruction in unknown ways; (2) The preparation of teachers does not adequately address children's need for reading comprehension instruction; and (3) Making good on the federal investment in education requires more knowledge about reading comprehension.
III. SUPISING ESULTS - LESAUX & THITY LANGUAGES ESL BASE
In a study conducted by Nonie Lesaux on a group of 30 ESL…...
mlaReferences
Potier, Beth (2003) Research on ESL Children Has Surprising Results - Harvard News Office 13 November 2003 Online available at http://www.hno.harvard.edu/gazette/2003/11.13/03-lesaux.html
Armaline, William & Levy, Donald P. (2005) No Child Left Behind: Flowers Don't Grow in the Desert. Journal of Race and Society. 2004 Elsevier Inc. Online available at http://sociology.uconn.edu/grads/armaline1.pdf .
RAND Reading Study Group (nd) Chapter Four - Online available at http://72.14.253.104/search?q=cache:LopCBl2NnVUJ:www.rand.org/pubs/monograph_reports/MR1465/MR1465.ch1.pdf+ESL:+poor+achievement,+falling+behind+class&hl=en&gl=us&ct=clnk&cd=19
English is a Second Language and Poor Achievement
The LDDI results were rated separately and were compared with an inter-rater reliability of.99. esults were categorized independently and were then categorizations in three areas were compared: positively identified, not identified, and questionable.
The LDDI is a survey instrument with six independent scales used to identify specific learning disabilities. These scales include: Listening, eading, Writing, Mathematics, and easoning. Each scale has fifteen items associated with behaviors that typically indicate specific intrinsic processing disorders.
The teachers chose four students each, two LEP and two English, to complete the LDDI. None of the students were experiencing academic failure and none had been referred to special education. The LDDI was completed by each student, and the teacher raters completed demographic sheets for each student. External evaluators scored the LDDI tests.
To obtain results two statistical procedures were executed. First, independent t-tests indicated significant differences (at the.0001 level) between the two groups for all sub-tests of…...
mlaReference
Lock, R.H., Layton, C.A. (2002). Isolating intrinsic processing disorders from second language acquisition. Bilingual Research Journal, 26, 213-24.
ESL Lesson Plan
Culturally Intuitive English Instruction for Norwegian Students
For the Norwegian student learning English, linguistic mastery is an achievable goal, but the learning process is fraught with cultural and conceptual frustration. Therefore, it incumbent upon the instructor to approach students with patience, clarity and a sensitivity to cultural differences as they inform the use of language. Likewise, it is necessary to select reading and learning materials that are designed to facilitate a greater understanding of sentence structure, vocabulary and diction as they are contextualized by the target culture. Therefore, the greater the emphasis on reading and improvisational simulation as supplementary to one another, the more probable that the Norwegian student will become a more effective English communicator. The overarching goal of the instructor is to help non-native speakers to draw equivalency in meaning between terms and ideas originating from two different languages. The use of Teresa Breslin's 1994 children's text,…...
mlaWorks Cited:
Earl, L. & Katz, S. (2006). Rethinking Classroom Assessment With Purpose in Mind. Manitoba Education, Citizenship and Youth.
Flognfeldt, M.E. (2008). Teaching for Sustainable Vocabulary Development. Oslo University College.
Lund, R.E. (2008). Intercultural Competence -- An Aim for Teaching of English in Norway. Acta Didactica Norge.
ESL Student 1 & 2 Submissions
Do you agree with Alharbi's original order of VLS?
Alharbi states that ELs cannot acquire the vocabulary the first time interacting with it, they need "at least 5-16 times the exposure to master new words" (Alharbi, 2015, p. 502). The author further estimated that native English speaking high school students enter their high school studies with approximately eighteen thousand words in their total vocabularies. Therefore, for an ESL student to expect the same level of fluency, they will have to learn an immense amount of new vocabulary words and thus the order of VLS tactics can be an important success factor. I do believe that the order of the VLS priorities identified by the questionnaire is a good beginning strategy for most students. However, given the prevalence of different learning styles, it should also be noted that individuals may have to customize their own strategies to…...
mlaWorks Cited
Alharbi, A. (2015). Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary. Journal of International Students, 501-512.
DeJong, E. (2011). Foundations for Multilingualism in Education: from Principle to Practices. Caslon Publishing.
Martinez, R.S., Harris, B., & McClain, M.B. (2014). Practices that promote English reading for English learners (ELs). Journal of Education and Psychological Consultation, 24, 128-148.
As Harmer points out (Harmer 25), "Teachers will want to ensure that their students Engage with the topic, exercise or language they are going to be dealing with. They will ask students what they think of a topic before asking them to read about it, for example." It would be preferable for the teacher to spend two minutes asking the class for any ideas about what has caused the teacher to disappear before allowing the students to make up their own versions of the story in groups.
It is not clear why the students have to take their questions to the teacher for answers. If this is a student centered class, could they not give their questions to another group for answers? However, there could be the underlying reason that at this point the teacher wants to input some new vocabulary.
I presume the teacher checks with the class that they…...
mlaWorks Cited
Krause, Kerri-Lee, Sandra Bochner and Sue Duchesne. "Cognitive Explanations of Learning." Educational Psychology. Melbourne: Nelson PTY Australia Limited,
e., verbal intelligence), regardless of the communicator's cultural background. His attempt to quantify competence is an example of how, holding all other things equal (such as cultural factors influential to language learning and development), competence can still be ascertained objectively and in the context of the specific language being taught or learned.
From Stubbs' perspective, Marcella's competence becomes an important issue. As an ESL student, Marcella's competence is ascertained on the vocabulary she knows and her usage of the English vocabulary in recollecting a story as a language learning activity. Most noticeable in Marcella's communication was her use of "then" to signal continuity in her narrative, or to demonstrate a series of actions she depicted in her recollection. The lack of other words to substitute "then" as a marker of continuity in the narrative signifies her incompetence as a communicator of the English language, primarily because she lacked the knowledge of…...
mlaBibliography
Chomsky, N. And M. Halle. (1991). The sound pattern of English. Cambridge: MIT Press.
Smith, N. (1999). Chomsky: Ideas and Ideals. NY: Cambridge UP.
Stubbs, M. (1986). "Language development, lexical competence, and nuclear vocabulary." In K. Durkin (ed.). Language development in the school years. (1986). Blackwell.
Young, R. (1992). Critical theory and classroom talk. Clevedon.
population of ESL has grown in recent years. While the population has grown, they have continually underperformed when it came to ESL classes and exams. ESL teachers must be better prepared and educated to deal with the hurdles ESL students experience as they learn English. They must also learn to adopt new strategies that provide a better learning outcome. This research paper will feature articles and studies that highlight the importance of teacher preparation and ways to improve ESL instruction.
In a 2013 study, the researchers drew on sociocultural theory, creating a study that investigated how Grade 6 children within an intensive elementary level ESL class supported each other while performing and engaging in cooperative learning tasks. The children, considered and classified as older learners, demonstrated capability in engaging in linguistically leaning support or scaffolding. The kinds of support seen within the study that appeared most commonly was other-correction and…...
mlaReferences
Baecher, L., Farnsworth, T., & Ediger, A. (2013). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118-136. http://dx.doi.org/10.1177/1362168813505381
Best, K., Jones-Katz, L., Smolarek, B., Stolzenburg, M., & Williamson, D. (2014). Listening to Our Students: An Exploratory Practice Study of ESL Writing Students' Views of Feedback. TESOL J, 6(2), 332-357. http://dx.doi.org/10.1002/tesj.152
Bunch, G. (2013). Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era. Review Of Research In Education, 37(1), 298-341. http://dx.doi.org/10.3102/0091732x12461772
Gagne, N., & Parks, S. (2013). Cooperative learning tasks in a Grade 6 intensive ESL class: Role of scaffolding. Language Teaching Research, 17(2), 188-209. http://dx.doi.org/10.1177/1362168812460818
Harvard Business Review has some of the best in-depth reviews of individual companies and may offer you some of the information that you seek about an individual Fortune 500 company’s culture. You could start by looking at individual aspects of what is considered part of successful corporate culture and then look for articles or essays about those different facets of corporate culture, which could be a spring-board for an in-depth analysis.
If we were looking at a Fortune 500 company and wanted to find a source of an in-depth look at its corporate culture, we would search for....
1. An In-depth Analysis of Apple Inc: A Leading Technology Company
2. Examining the Success Factors of Amazon: A Retail and Technology Giant
3. Company Analysis: The Business Strategy of Coca-Cola
4. A Comprehensive Review of Tesla Motors: Innovation in the Electric Vehicle Industry
5. Analyzing the Growth Strategies of Google: A Dominant Player in the Tech Industry
6. Uncovering the Success Story of Walmart: A Retail Giant's Business Model
7. Company Analysis: Understanding the Marketing Strategies of Nike
8. Exploring the Financial Performance of Microsoft Corporation
9. Case Study on Starbucks Corporation: A Coffee Company's Global Expansion
10. The Evolution of McDonald's Corporation: A Fast Food Empire's Business....
I. Introduction
A. Attention grabber
B. Brief background about effective leadership
C. Thesis statement: Effective leadership plays a crucial role in achieving organizational goals and inspiring individuals to reach their full potential.
II. Definition and characteristics of effective leadership
A. Definition of effective leadership
B. Key characteristics of effective leaders
1. Clear vision and goal-setting
2. Strong communication skills
3. Ability to inspire and motivate others
4. Decision-making skills
5. Adaptability and flexibility
III. Importance of effective leadership in an organization
A. Cite examples of successful companies with effective leadership
B. Effect on team performance and productivity
C. Improved employee morale and....
I. Introduction
A. Attention-Grabbing Opening Sentence
B. Background Information on "A Good Man is Hard to Find"
C. Thesis Statement
II. Overview and Analysis of Characters
A. The Grandmother
1. Personality Traits and Motivations
2. Significance to the Storyline
B. The Misfit
1. Personality Traits and Motivations
2. Significance to the Storyline
C. Supporting Characters
1. Bailey (Grandmother's son)
2. The Children (John Wesley and June Star)
3. The Mother
4. Red Sammy Butts
III. Plot Summary
A. Exposition
1. Introduction of Characters
2. Grandmother's Manipulations
B. Rising Action
1. Road Trip Details
2. Encounter with the Misfit
C. Climax
1. The....
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