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English as a Second Language
The main objective of the Lasisi research project was to explore how English as a Second Language (ESL) students who were in middle school would interpret advertisement images and they used visual representations to communicate (Lasisi, 2009). The Lasisi study was conducted in California, with mainly Hispanic students. The students were observed from the beginning of the class, once they were identified. The researcher and the students had time to get to know each other so that they could become familiar with each other. My research utilized the Lasisi's research to gather additional information in the school systems.
Students were randomly selected and asked questions about the English as Second Language program (ESL). Fifty seven percent of the students that participated in the study were black,...
The majority of parents of these students (57%) were between the ages of 36-50 years old and 85% percent had a Bachelors degree as their highest level of education. Seventy one percent of the parents feel welcome and appreciated when they go to school and many of them find it difficult to participate in school activities because of different reasons such as lack of childcare, language barriers and other miscellaneous matters. Only 20% of the parents found it difficult to participate because of language barriers. The majority of the parents (42%) said they would participate in these school activities if they were held between 5pm and…
References
Harris, A & Goodall, J. (2008). Do parents know they matter? Engagin all parents in learning. Educational Research 50 (3) 277-289
Lasisi, A. (2009). English as a second language learners' exploration of multimodal texts in a junior high school. Journal of Adolescent & Adult Literacy. 52 (7) 585-595
English as a Second Language America is known as a melting pot; people have migrated here from many different countries, cultures and speak different languages. Children are raised in homes where different languages are being spoken, some families use English primarily, however there are families that do not speak any English. Children raised in these household where there is little or no English will need to learn English in school. English
ESL Students | Curriculum English as a Second Language Student Success in a Mainstream Classroom Setting According to Kalaian & Freeman (1994), confidence is one of the key elements required to teach children. Instructors therefore need educational support to ensure that they can teach children with who's second language is English in an appropriate manner. According to the results of the research conducted by Center and Ward (1997), they discovered that the attitude
ESL (English Second Language) Context and significance Relevant background literature Limitations and anticipated problems ESL (English Second Language) In many nations, there are many high school students who have parents who speak no English. Often times this can be a problem because the kids will often have to interpret for them and very often involves them to miss school in order to do this. Is it possible that because there is a constant interruption in
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
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &