Solutions for English Language Learners

¶ … exist about middle school ELLs' vocabulary acquisition through the use of web-based vocabulary platforms. What the past research or approaches on language acquisition (either through technology or through some other form) has focused on. Also, what research has there been in the state of Maryland's school district Prince George's county, if any. There is certainly a wealth of research when it comes to web-based vocabulary learning platforms. One such example was detailed in a 2014 treatise by Liu, Lan and Ho (2014).

The program in question is a self-regulated one that makes use of web-based tools like Google Docs and others to assist with learning. This tool is specifically used as a way to teach English to people that started life with a different language. The study by Liu and her colleagues explored a further step towards identifying the factors involved in such a tool including a web-based collaboration tool known as SRvsWBC.

A total of more than two hundred students were involved in the study and undertook the vocabulary tasks that were meted out to them. The findings of the study revealed that "collaboration using a web-based tool affects knowledge development, and provides insights into the integrated spectrum of self-regulation, L2/FL learning and web-based technology that will be useful for pedagogy (Liu, Lan & Ho, 2014). As for ELL's that are present in Maryland, the author of this response found some state-wide data that is useful.

Indeed, there was a review of ELL's and their proficiency in reading, writing and listening as compared to their proficiency on Maryland School Assessments that pertain to mathematics in particular. Published in 2013, the review talks about how ELL's typically lag behind their native English-speaking counterparts. Not only that, there seem to be no variation based on locale or demographics. In other words, a student in Prince George's County would fare no better (or worse) than an ELL student in rural Maryland areas.

To be clear, there was no variance found based on grade level, gender or ethnicity. The study being cited in this paragraph was authored by Michael C. Johnson and was published in 2013. The specific focus of the study was a rural area but many of the facts and data underpinning the research as it started was for the entire state (Johnson, 2013). 2. Research needed about the classic ways middle schools have tried to promote language acquisition for ELL students and why there is now a move to use web-based platforms.

There are obviously schools out there that are using antiquated technology and methods when it comes to teaching any number of subjects. However, an embracing and utilization of web-based and other digital platforms is vital as this is obviously becoming the way of the world within the 21st Century and beyond. A study that really drills down on this was authored by Solari, Petscher and Folsom in 2014. Their study was a little wider than just middle school kids but the lessons to be learned are still consistent.

Indeed, Solari and her colleagues looked at third through tenth grades and they were examining literacy growth among students in high-risk groups. Of course, one of those groups was English Language Learners, or ELL's. Other groups that were singled out were the learning disabled (LD) and those that were both an ELL and LD at the same time. The arcs of all three groups as they proceeded through their battery of learning was tracked.

One of the details of the three groups that was closely monitored was the socio-economic status (SES). For simplicity, people were designated as SES-challenged if they were on free or reduced lunches at their school. Indeed, poverty of any sort is no small thing as the study by Solari et al. found that people with lower SES statuses performed at a lesser level across the board as compared to those that were not in poverty.

However, people in all three groups (ELL, LD and ELL/LD) all performed worse than kids that were not in any of those three groups. However, poverty clearly made things worse with all else equal. To state the obvious, there are obviously more systemic and widespread problems in school districts that are more widely impoverished than school districts where the children are generally of higher socioeconomic status.

Also obvious is that money-deprived and poverty-stricken schools are going to be less able to afford modern technology options for learning purposes and this by itself puts children in those districts behind the curve (Solari, Petscher & Folsom, 2014). Regardless of the dollars and cents involved, the use of web platforms and other digital means can be a boon for students that are of ELL status.

This goes even more for students that are "reluctant" learners or are otherwise challenged with the means and methods that work for other students, ELL or not. One of the great resources that can be done to assist with reluctant or otherwise challenges students is any number of websites and platforms that are meant to assist students, parents, teachers and administators when it comes to getting and keeping students engaged in their coursework.

This sort of approach works for native English speakers and ELL's alike and it is asserted by many that these tools and methods are not used nearly enough. Other factors besides web-based options being present are important as well. Per Montgomery, these would include the identification of reluctant larners, a focused examination of the importance of listeningand speaking when it comes to acquiring English proficiency, properly reviewing Glasser's conditions for quality school work and a summary of interventions that were used for ELL students in the past (Montgomery, 2009). 3.

Explain why and how Krashen and Terrell's Natural Approach Theory to language acquisition fits with technology integration and English Language Learner's vocabulary acquisition. While technology was not nearly as ubiquitous in the time when Krashen and Terrell crafted their theories, the lessons they extended still hold true. Indeed, Terrell was quoted as saying that the natural approach to learning language involves the "incorporation of two sources of knowledge in the target language into the teaching context" (Terrell, 1977).

To be more precise, Terrell puts specific emphasis on two terms, those being "acquisition" and "learning." Terrell says that learning is "said to result from conscious attention to some part of the target language. When it comes to acquisition, Terrell asserts that this refers to "the process which is said to lead to subconscious knowledge about language" and a "feel for correctness" (Terrell, 1986).

When it comes to newer technology such as social media, learning platforms and learning in general, it really does come to using the technology in a way that dovetails and meshes with the learning facets espoused by.