Meeting Community Needs
Language and Speech skills are vital to academic learning and success. Language is the foundation of communication. Reading, writing, gesturing, listening, and speaking is all methods of language. Learning takes place through the process of communication. The aptitude to communicate with peers and grown-ups in the educational setting is vital for a student to prosper in school. However, the problem of communication at this 2nd-grade level is the ESL. Comment by rammarly: Deleted:l Comment by rammarly: Deleted:are

Who are the people most affected by this problem?

The students are the ones hardest hit by this issue, especially in the classroom. A lot of times, students will routinely look to the teacher for correct answers rather than trying to find out what is going on for themselves. Sometimes this can be a problem among the student and the teacher. However, if the teacher assists them with the answer every single time,…...

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Garcia-Lascurain, M., Kicklighter, J. R., Jonnalagadda, S. S., Erin, A. B., & Duchon, D. (2006). Effect of a nutrition education program on NutritionRelated knowledge of English-as-second-language elementary school students: A pilot study. Journal of Immigrant and Minority Health, 8(1), 57-65. doi:  Comment by Grammarly: Deleted:ehttp://dx.doi.org.ezproxy.uvu.edu/10.1007/s10903-006-6342-9 

Wagner, R. M., & Huang, J. C. (2011). Relative performance of English second language students in university accounting courses. American Journal of Business Education, 4(5), 31-38. Comment by Grammarly: Deleted:e

Warren, E., Harris, K., & Miller, J. (2014). Supporting young ESL students from disadvantaged contexts in their engagement with mathematics: Teachers' pedagogical challenges. International Journal of Pedagogies & Learning, 9(1), 10-25.

Based on these standards, the researchers used nineteen competence indicators from four areas for their qualitative analysis. Following the qualitative analysis of each week's postings, the researchers also used a quantitative analytical approach to evaluate changes in participants' communicative competence as assessed the above-described ESL Standards during the administration of the three activities. The variables used in the quantitative paired sample t-tests analyses were the frequencies of children's use of language coded using the specific indicators in the ESL Standards. Subsequent qualitative analyses were also conducted to evaluate participants' improvements in their use of English through the three consecutive activities.
Data collection instruments. As noted above, the messages were captured using NVivo 2.0 as a data collection tool.

B.

Explanation of the adequacy of the following:

1.

Data analysis procedures. The use of both qualitative and quantitative data analysis procedures helps to improve the trustworthiness of research findings (Owen & Demb, 2004). This point…...

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References

Neuman, W.L. (2003). Social research methods: Qualitative and quantitative approaches, 5th ed. New York: Allyn & Bacon.

Owen, P.S. & Demb, a. (2004). Dynamics and leadership in technology implementation.

Journal of Higher Education, 75(6), 636

Zha, S., Kelly, P., Park, M.K. & Fitzgerald, G. (2006, September). An investigation of communicative competence of ESL students using electronic discussion boards. Journal of Research on Technology in Education, 38(3), 349-367.

Teaching ESL Students
At least 3.5 million children every year are identified as possessing limited English proficiency and require additional support before they are mainstreamed into the regular classroom environment (Miller & Endo 2004: 786). Approaches to ESL instruction run the gamut from total immersion to fostering a largely bilingual approach to education for this group of students. The two typical program approaches are that of a transitional bilingual education (TBE) versus a structured (sheltered) English immersion (SEI) program. In TBE, students are instructed in their native language and slowly transitioned to English, and are mainstreamed within 2-3 years to an English-only environment. In the SEI model, all instruction is provided in English immediately, with no accommodations (Tong 2009). A "major challenge that schools face under the pressure of the landmark No Child Left Behind Act of 2002 is to prepare ELLs with native-like English proficiency through various instructional models…...

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References

Miller, P. & Endo, H. (2004). Understanding and meeting the needs of ESL learners. Phi Delta

Kappan, 786-791,

http://faculty.weber.edu/mtungmala/Hybrid4270/Articles/MeetNeeds.pdf

Owens, A. (2010). In the Aftermath of question 2: Students with Limited English Proficiency in Massachusetts. Massachusetts Office for Refugees and Immigrants: Special report.

Vocabulary Acquisition in ESOL Students
English as foreign/second language (EFL/ESL) classrooms widely neglected the area of vocabulary, until lately. Grammar lessons are founded on a collection of rules having coherent structure, expected to be remembered or followed by students. However, the same doesn't hold true when it comes to vocabulary (Jeff, 2010). In the past few years, this area of English learning has gained importance as a necessary component to be learned by ESL students. It is believed by many to be just as crucial as reading, speaking, writing, and listening (Jeff, 2010). Work of different researchers state that knowledge of vocabulary aids language use, which in turn helps expand vocabulary knowledge, while knowledge about the world leads to increased language use and vocabulary knowledge (p. 6). The above contextualized outlook towards vocabulary learning will aid students in expanding their vocabulary by means of authentic communication (Jeff, 2010).

Of all languages, English…...

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References

Adel M. Alharbi. (2015). Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary. Journal of International Students. ISSN: 2162-3104 Print / ISSN: 2166-3750 Online Volume 5, Issue 4, pp. 501-511

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth Mahwah, New Jersey: Lawrence Erlbaum Associates.

ERIC Clearinghouse on Languages and Linguistics. (1992). Myths and misconceptions about second language learning. ERIC Digest. Washington, DC: Author. Retrieved May 22, 2007, from  http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/1d/2b.pdf 

Francis, D. J., Rivera, M., Lesaux, N., Keiffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: Center on Instruction. Retrieved February 21, 2007, from   Interventions.pdfhttp://www.centeroninstruction.org/files/ELL1 -

However, I believe wholeheartedly that it is possible to help ESOL students keep up with classroom material and overcome the language barrier without suffering either socially or academically. Research reveals several ways teachers can work within diverse linguistic environments such as cooperative learning.

Because I have two boys of my own who both attend private schools, I also have insight into different pedagogy and educational environments. The philosophies of teachers who work in private schools does not differ greatly from those in public schools but the student body tends to be more homogenous in terms of socio-economic class than it would be in a comparable public school. Wherever I work as a teacher I will be acutely sensitive to the issues related to class including access to technology and other…...

School-Wide Assessment Plan
Schoolwide Devlopment Plan

Assessing the Context or Input

As a certified teacher in Special Education and capable to teach English to English Language Learners, I plan to create an assessment plan to measure abilities of students in high need areas in my school to read and write. Since I am equipped with a robust background and the essential skills to teach in these areas and to assess the needs of students who fall under this category, I will appear more subject specific and the overall improvement plan should be easier as I strive to develop and implement the correct assessment-instruction process. My focus during the first part of the project will revolve around the creation of a range of assessments in order to gather background information about my learners and instructional contexts in which we teach them. This information will then help me design my instructional plan, which I…...

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References

Bernhardt, V.L. (2006). Using data to improve student learning in school districts. Larchmont, NY: Eye on Education.

Brooks, G.W. (2007). Teachers as Readers and Writers and as Teachers of Reading and Writing. The Journal of Educational Research, 100(3), 177-191. doi: 10.2307/27548176

Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How? The Reading Teacher, 58(8), 702-714. doi: 10.2307/20204298

Lesaux, N.K. (2012). Reading and Reading Instruction for Children from Low-Income and Non-English-Speaking Households. The Future of Children, 22(2), 73-88. doi: 10.2307/23317412

The components can be ranked by level of importance or relevance to the subject.
Sequential Graphic Organizers: Sequential organizers allow the educator to assess the ability of the student to logically link ideas and concepts together. Cause/effect and problem/solution are common types of sequential organizers.

Cyclical Graphic Organizers: According to Struble, cyclical graphic organizers help educators evaluate the ability of students to comprehend natural cycles.

In reviewing the application of graphic organizers to the science classroom, Struble (2007) further reports that these tools can provide a clear understanding of student learning at any given point in time. In addition, these tools can be used to assess student learning over the course of a lesson or unit. Because graphic organizers allow individual assessment of student learning, Struble also argues that these tools can be effective for "assessing student with limited English skills or with learning disabilities" (p. 71). Because these tools can be…...

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References

Craig, D.V. (2007). Alternative, dynamic assessment for second language learners. ERIC Database, (ED453691), 1-17.

Barlow, L., & Coombe, C. (2000). Alternative assessment Acquisition in the United Arab Emirates. ERIC Database, (ED448599), 1-8.

Bybee, R.W., & Van Scotter, P. (2007). Reinventing the science curriculum. Educational Leadership, 64(4), 43-47.

Fitch, G.K. (2007). A rubric for assessing a student's ability to use the light microscope. American Biology Teacher, 69(4), 211-214.

Stereotypes have proven dangerous because they prevent communication, create barriers the mutual recognition of humanity between individuals of different groups, and have been used to justify violence, or the denial rights and opportunities to certain individuals
here do most of the new words in English come from today?

Most of the new words today are of foreign extraction.

hat are pro-mimics? hat does it have to do with teaching?

Using mimicry is one way to encourage ESOL learners to become more comfortable with the sounds of English speech. Using words that sound like what they mean, like onomatopoeias, and encouraging students to repeat the words of native speakers, encourages familiarity with the language.

orks Cited

Step One: Identification." State of Vermont: Education. 1994. 21 Oct 2007. http://education.vermont.gov/new/pdfdoc/pgm_esl/guide_94/guide_94_05.pdf

ESL Terminology." ESL Terms. University of Vermont. 21 Oct 2007. http://education.wsu.edu/esl/ESLterms.html...

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Works Cited

Step One: Identification." State of Vermont: Education. 1994. 21 Oct 2007.  http://education.vermont.gov/new/pdfdoc/pgm_esl/guide_94/guide_94_05.pdf 

ESL Terminology." ESL Terms. University of Vermont. 21 Oct 2007.  http://education.wsu.edu/esl/ESLterms.html

Moreover, if a student asked to be transferred to a mainstream class he or she did not receive approval. Errors in the U.S. school system have made it possible for African-American students to be involved in bilingual classes. So far, nothing seems to be out of the ordinary, but the strange thing is that they've been put to learn alongside Chinese speaking students also involved in bilingual programs. The motive for this is that the only available places that the black students could fill had been in the Chinese bilingual classes. (Chavez & Lyons)
Parents are not willing to accept having their English-speaking children being sent to bilingual classes any more. Students that aren't literate in English or Spanish are being prevented from learning English and from fitting in the American society.

The people that are not fond of bilingual education programs claim that the theory that children have to learn…...

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Works Cited

Krashen, Stephen. "Why Bilingual Education?," Retrieved February 23, 2009, from Ericdigests Web site:  http://www.ericdigests.org/1997-3/bilingual.html 

Linda Chavez, and James J. Lyons, "Q: Is Bilingual Education Failing to Help America's Schoolchildren?," Insight on the News 3 June 1996, Questia, 23 Feb. 2009  http://www.questia.com/PM.qst?a=o&d=5000358053 .

Mar'a Estela Brisk, Bilingual Education From Compensatory to Quality Schooling (Mahwah, NJ: Lawrence Erlbaum Associates, 1998) 1, Questia, 23 Feb. 2009  http://www.questia.com/PM.qst?a=o&d=14165477 .

Natalie Cerda & Christina M. Hernandez, "Bilingual Education,"Retrieved February 23, 2009, from Bilingual Education Web site:  http://www.freewebs.com/cerdahdz/historyofbilingualed.htm

Reaction to the source

The authors presented a well developed and cohesive approach to analyzing the manner in which young people learn a foreign language.

Kartal, G. (2006). Working with an imperfect medium: Speech recognition technology in reading practice. Journal of Educational Multimedia and Hypermedia, 15(3), 303-305.

Description of the focus of the source

The focus of this study was the read-aloud behaviors of learners who were assigned an experimental computer-based program that used speech recognition software for reading practice that provided novice students with immediate feedback.

Usefulness of the source

The useful of this source was primarily for classroom ESOL teachers using speech-recognition applications.

Limitations of the source

Many ESOL classrooms may not feature speech-recognition software, making this study purely speculative for these educators.

Description of the intended audience

Primary school ESOL teachers.

Authors' conclusions

Although speech-recognition software has become more accurate in its interpretation of speech, the technology remains imperfect for ESOL purposes but still contributes to vocabulary acquisition.

Reaction to…...

ardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (ardhaugh, p. 21) The linguistic theorist rejects this principle as failing to acknowledge many of the more abstract contextual factors relating to the applicable usage of language. Particularly, the impact levied by culture, by regional dialect, by accent, by generational difference, by distinctions between formal, informal or slang usage and by a host of other even less tangible effectors cannot be introduced simply through the use of habit-forming drills or other techniques which rely singularly on rote practice.
Kanno & Varghese (2010) contribute research that does endorse this more integrative approach, which…...

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Works Cited:

Booth, N.B. (2009). English as a Second Language (ESL) learning communities: An approach to retaining ESL students in a community college. Rutgers the State University of New Jersey.

Burdett, B.E., & National Association of Independent Schools, B.A. (1967). Foreign language teaching- A Review of current problems. Retrieved from EBSCOhost.

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston, MA: Heinle & Heinle.

Flood, J. (2003). Handbook of Research on Teaching the English Language Arts. Psychology Press.

performed by the student. The case study took place in the classroom environment, as part of the students part time job in Early Childhood Education, where there are normative and special education students present. The case study objectives involved problem solving, strategy implementation, and differentiated instruction. The specific area of focus in the case study is difficulty with literacy or reading.
This was a challenging situation because the case study took place in an Early Childhood Education setting. At this stage, there is not much evidence of literacy. At this point in development, most of the students are emerging as readers. That is not to say that there is no evidence of literacy, as literacy does begin with the identification and memorization of letters. In the classroom where my case study took place, there were a total of fifteen students on any given day. There was usually one leader teacher,…...

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References:

Ganzin, Dr. A. (2012). Traumatized Learning: The Emotional Consequences of Protracted Reading Difficulties. Learning Stewards, Web Available from:   2012 November 30.http://www.childrenofthecode.org/interviews/granzin.htm#top .

Weir, K. (2011). Catching reading problems early. Monitor on Psychology, 42(4), Web, Available from: 2012 November 29.http://www.apa.org/monitor/2011/04/reading-problems.aspx.

Though extrapolating these results to public K-12 programs is somewhat premature, especially given the difference in resources between the average university and the schools that comprise the Mobile County school system, it seems reasonable that developing techniques of ESL instruction within mainstream classes could be beneficial to all.
Indeed, the standardization of expectations and benchmarks for academic success have proven an effective means of designing and implementing programs, as well. Both ESL standards developed by various educational organizations and agencies as well as overall academic standards for performance and achievement have, when applied to ESL students in proper settings, led to greater student improvements and teacher performance (Nunan 2007). The overriding principle of the Mobile County ESL program is to develop the same level of achievement for ESL students as exists for all students in the system, meaning that some sort of standards-based instruction is already present in this program,…...

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References

IES. (2007). "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades." Institute of education sciences. U.S. Dept. Of Education.

MPCSS. (2010). Mobile county public schools. Accessed 18 September 2010.  http://www.mcpss.com/?DivisionID=2149&DepartmentID=2013&ToggleSideNav=ShowAll 

Nunan, D. (2007). "Standards-Based Approaches to the Evaluation of ESL Instruction." International handbook of English language teaching 15(3), pp. 421-38.

O'Day, J. (209). "Good Instruction is Good for Everyone -- Or Is It? English Language Learners in a Balanced Literacy Approach." Journal of education for students placed at risk 14, pp. 97-119.

Auditory Computer Files Assist College Level ESL Learners
The objective of this study is to examine whether auditory computer files assist college level ESL learners.

Linda Dwyer writes that text-to-speech readers are not generally available "outside of the disability community and may be prohibitively expensive when obtainable." (Dwyer, nd, p.1) In addition, Dwyer reports that ESL instructors are often not aware of the research or the resources that are available. Dwyer states that reading pens that are able to read line-by-line and other assistive devices that can copy and article and then paste it to the computer for text-to-speech support are useful to students who are ESL students. According to Dwyer, "ESL instructors in higher educational settings have worked primarily with high achieving international students. As such, these instructors have occupied a niche treated as short-term remedial support rather than an academic sub-field within the academy. Many positions in both four-year…...

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Works Cited

Casidy (1996) in: Kurzweil Educational Systems (2005) Scientifically-Based Research Validating Kurzweil 3000: An Annotated Review of Research Supporting the Use of Kurzweil 3000 in English Language Learner Classrooms. Oct 2005. Retrieved from:  http://www.vocalinks.com/site/vocalinks/assets/pdf/K3000_ELL_Research.pdf 

Chisholm and Beckett (2003) in: Kurzweil Educational Systems (2005) Scientifically-Based Research VAliding Kurzweil 3000: An Annotated Review of Research Supporting the Use of Kurzweil 3000 in English Language Learner Classrooms. Oct 2005. Retrieved from:

Internet in Elementary ESL/EFL Classroom
Thanks to the technology, both teachers and students would find their learning sessions in class more enjoyable and more challenging than before. The Internet gives important experiences both for students and teachers, where they could advance their learning process very rapidly through the dynamic medium.

At the first place, Marco (2002) said, the using of Internet as a new medium with content-based approach in ESL and EFL classroom would:

Increase students' motivation and participation, give students more time to interact with language and content area, improve their reading and writing skills in meaningful contexts, and expose students to self-paced autonomous, learner controlled learning, rather than teacher controlled."

There are a lot of options to create classroom activities that include the using of web and e-mails. For elementary students in ESL and EFL classroom, it would give a breakthrough where not only they can learn English as a language,…...

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Bibliography

Ellinger, B., Sandler, S., Chayen, D., Goldfrad, K., and Yarosky, J. (2001). Weaving The Web Into an EAP Reading Program. English Teaching Forum Journal. Vol. 39 No. 2. pp. 22-25.

Ellis, B. Nov 1996. Integrating Science & Technology in the Elementary Classroom. Retrieved November 20, 2002 from Texas A&M University Commerce. Web site: http://faculty.tamu-commerce.edu/espinoza/s/ellis-b-657.html

Green, D.W., and O'Brien, T. Jun 2002. The Internet and the Upper Elementary Classroom: Making a Difference? Retrieved November 20, 2002 from: From Now On The Educational Technology Journal. Vol. 11 No. 9. Web site:  http://www.fno.org/jun02/impact.html 

Marco, M.J.L. (2002). Internet Content-based Activities for English for Specific Purposes. English Teaching Forum Journal. Vol. 40 No. 3. pp. 20-25.