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.

group work, especially for the ESL student? Are there any drawbacks? If so, how might one minimize them? (Chap 14. Sustaining Interactive with Group Work)
Group work among students working toward the same goal creates positive energy known as synergy. When one student is having difficulty understanding a concept, he or she can learn from their peers and understand the material in a calmer environment. Group work also allows students to become more experienced with public speaking in real world environments, and helps to improve language speaking.

What is the potential importance of self-awareness of style, and how can ESL teachers foster such self-awareness? (Chap 16. Strategies Based Instruction, pp 261- 268)

Being self-aware of your actions and body language is very important in conveying your point across. Body language helps to add emphasis to what an individual is trying to get across in conversational exchange. Teachers can express how different words…...

Develop a set of criteria for any ESL textbook. Locate three to five books, and then analyze each textbook based on either your ELD or SDAIE lesson plan or your own set of criteria. Provide the rationale and support for the textbook you choose to use.ESL textbooks can vary widely as it relates to overall structure and content. Although the information is very similar within the text, the presentation can heavily influence the learning of the perspective student. The ability to align context with its application for example, allows students the ability to better assimilate the information in a manner best conducive to their learning. The magnitude of sample questions and how they are structured throughout the text is another important quality particularly for an ESL textbook. These elements are ESL texts rely heavily on understanding and practice. It is not enough to simply memorize material. Instead, the application of…...

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References 1. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge: Cambridge University Press. ISBN-10: 0521823056, ISBN-13: 978-0521823050.2. Farrell, T. S. C. (2005). Succeeding with English language learners: A guide for beginning teachers. Corwin Press. ISBN-10: 1412924391, ISBN-13: 978-1412924399. P3. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge. ISBN-10: 041580079X, ISBN-13: 978-04158007922

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:

AbstractMany if not most young people not only enjoy reading, they want to improve their skills so that they can read at higher and more interesting levels, especially with respect to topics that are personally relevant for them. While the process of improving reading skills seems to come naturally to some students while others may experience some specific challenges, the majority of students in American schools succeed in attaining grade-specific requirements through graduation. Some students, however, may have severe learning challenges such as attention deficit hyperactivity disorder (ADHD) that limit their ability to maintain pace with their classmates. Furthermore, some of these young students are English as second language (ESL) learners, thereby compounding the challenges they face when trying to become proficient readers in American classrooms today. To gain some insights into these challenges and how these can be overcome, this individualized reading intervention provides a review of the literature…...

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ReferencesBaum, R. & Kowatch, R. A. (2014, July). An irritable, inattentive, and disruptive child: Is it ADHD or bipolar disorder: Clinical characteristics, rating scales, nomograms help guide diagnosis. Current Psychiatry, 13(7), 30-33.Brown, V. (2009, Fall). Individuals with ADHD lost in hyperspace. Childhood Education, 86(1), 45-51.Clarfield, J. & Stoner, G. (2009, Spring). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34(2), 246-251.Daly, W. C. (1998, Winter). ADHD - diagnostic decoy. Education, 117(2), 285-290.Hamilton, N. J. & Astramovich, R. L. (2016, Summer). Teaching strategies for students with ADHD: Findings from the field. Education, 136(4), 451-456.Henion, A. & Elder, R. (2015, June 17). Nearly one million children potentially misdiagnosed with ADHD. Michigan State University Today. Retrieved from msu.edu/news/.Hook, E. (2010, June). ESL Students: Learning through talking. Practical Literacy, 15(2), 13-16.Informal reading inventory. (2020). Alpine Schools. Retrieved from https://legacy.alpineschools. org/wp-content/uploads/sites/40/2017/03/6-Informal-Reading-Inventory-for-Grades-1-6.pdf.Kim, O. H. & Kaiser, A. P. (2000, Spring). Language characteristics of children with ADHD. Communication Disorders Quarterly, 21(3),154.Kruger, A. (2000, Summer). A meaning-based ESL reading program. Reading Improvement, 37(2), 50.Lee, S. & Butler, M. B. (2007, Fall). A case study of an early childhood teacher\\\\\\\\\\\\\\\'s perspective on working with English language learners. Multicultural Education, 15(1), 43-45.Li, D. & Ness, S. (2010, Summer). Using paired reading to help ESL students become fluent and accurate readers. Reading Improvement, 38(2), 50-55.McLaughlin, J. E. (2008, July). Reducing diagnostic bias. Journal of Mental Health Counseling, 24(3), 256-260.Mokhtari, K. & Sheorey, R. (2002, Spring). Measuring ESL students\\\\\\\\\\\\\\\' awareness of reading strategies. Journal of Developmental Education, 25(3), 2-7.Sherman, J. & Rasmussen, C. (2006, Summer). Thinking positively: How some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82(4), 196-203.Teaching English to ADHD learners. (2020). English Club. Retrieved from https://www. englishclub.com/learning-difficulties/adhd.htm.Webb, L. D. & Myrick, R, D. (2013, December). A group counseling intervention for children with attention deficit hyperactivity disorder. Professional School Counseling, 7(2), 108-113.Williams, H. S. & Williams, P. N. (2008, Fall). Integrating reading and computers: An approach to improve ESL students reading skills. Reading Improvement, 37(3), 98-101.https://msutoday.

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

com). Having English sound 'stressed' correctly is often a challenge for French speakers.
Compared with some other languages, French and English have fairly similar grammatical structures. Both languages, for example, have auxiliary verbs, participles, active/passive voice, past/present/future tenses. But "there are frequent occasions when French uses a different tense to convey a particular meaning than English. Some common examples are the following faulty sentences: I have played tennis yesterday. I can't play now. I do my homework. I live in London since last year. I will tell you as soon as I will know" (Vu 2008).

Difficulties in English dialects may also pose a challenge to French speakers who have learned English in a 'normalized' fashion, denuded of regional accents. "Variation in English presents considerable challenge to schools, grounded as they are in standard English norms" (Adger 2009). French speakers, who have heard English mostly from television and in school, may find…...

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Works Cited

Adger, Carolyn Temple. (2009). Issues and implications of English dialects for teaching English

TESOL Professional Papers #3 Retrieved March 25, 2009 at  http://www.tesol.org/s_TESOL/sec_document.asp?CID=403&DID=1061 

Differences between French and English. (2009). About.com. Retrieved March 25, 2009 at  http://french.about.com/library/bl-differences.htm 

Vu, Nguyen Ngoc. (2008). The differences between English and French. University of Phoenix.

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.

Reading Profile of a Student The student I selected is a 10-year-old 4th grade student who is a self-described “lover of books.” She views herself as a great reader and she is always carrying a book with her. I ask her if she thinks everyone should read more, and she says most emphatically, “Yes!” She maintains a very positive attitude toward reading—“Even when you don’t care for what you’re reading?” I ask. She says that she always finds something to like, no matter what she is reading. She says if someone took the time to write it, she can take the time to find something nice about it. “Sometimes I have to stop and think about what I read or I’ll think about a story for days wondering what I just read.” I ask what stories do that for her and she answers, “Poe! That guy is crazy!” I am surprised…...

Correction: The study showed that women are more likely than men to see color.

Original: Men blind to finer differences in color.

Correction: Men are blind to finer differences in color.

Original: During the lab my partner see only basic colors.

Correction: During the lab my partner saw only basic colors.

Helping the Student

Although it was difficult, I stayed with my conventional way of tutoring for these mistakes. We slowly worked through her paper line by line pausing at each mistake and I would let her try and figure out the proper form of the verb to use. An example of the conversation we had back and forth was as follows:

Me (reading out loud): The study find evidence that cones was effected...Lets stop there and go back. The study find is not correct.

Student: I see, would it be finded?

Me: Not exactly, lets look up the verb on the computer lesson and see what it should…...

His parents enrolled him in the church pre-school, hoping that the structured program and interaction with other children his age would be beneficial. The teacher, with just an associate's degree in early childhood education, was not prepared to work with a child with special needs. Amos, who was completely non-verbal, was often frustrated when no one understood him. His parents and siblings had automatically made accommodations for him, but the other three-year-olds could not, nor could the teacher. When Amos got frustrated, he would scream, hit the teacher or other students, and even kick and bite if someone tried to restrain him. The church told Amos's parents that he could not stay, and they agreed, although they were disappointed and frustrated.
At home, Amos's family does not know what to do with him; his behavior is increasingly challenging. He frequently has tantrums and seems very frustrated. He has gained a…...

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Reference

Dyal, A., Carpenter, L.B., & Wright, J.V. (2009). Assistive technology: what every school leader should know. BNET: CBS Business Network. Retrieved from  http://findarticles.com/p/articles/mi_qa3673/is_3_129/ai_n31481907/?tag=mantle

Dramatic eading for ESL
Differentiated eading with 10th Grade EFL Students

ESL literature is replete with studies focused on optimal learning environments and enhancements to student motivation (Lazaraton, 1886). Some of this literature parallels earlier work by linguists, psychologists (Harter, 1981), and educators (ichards & odgers, 2001), and early childhood researchers (Vygotsky, 1986) who specialize in language acquisition. Indeed, there is a plethora of anecdotal information about how to use visuals, games, music, and drama to increase ESL students' engagement in their learning. However, formal research about the effectiveness of drama as context for teaching English as a second language is not readily found in the literature.

This case study offers a discussion of the use of drama as part of a differentiated reading strategy to teach literature to 10th grade ESL students. Although the highlighted strategy is generally applicable, the literature used in this exercise is Of Mice and Men by John…...

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References

Baxter, J. (1999). A message from the old world to the new: Teaching classic fiction through drama. English Journal, 89(2), 119-124.

Berlinger, M.R. (2000). Encouraging English expression through script-based improvisations. The Internet TESL Journal, VI (4), April 2000. Retrieved February 25, 2011. from  http://iteslj.org/Techniques/Berlinger-ScriptImprov.html 

Boulton, M. (1968). The anatomy of drama (3rd ed.). London: Routledge and Kegan Paul Ltd.

Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rded.). Boston: Heinle & Heinle.

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.

Although these students are very active learners, they also enjoy reading silently and time for their own thinking. The students enjoy participating in sports, dancing, and singing.
Luis

Luis (not his real name) is a bright, outgoing 3rd grade boy. After speaking with Mrs. Jones, I learned he has been in the United States since the end of 1st grade. During the (approximately) two years Luis has lived in the United States, he has gone back to Mexico for extended periods. Luis is verbal and is not shy. He can speak fairly well, but struggles with some English. The push in services Luis receives is from a paraprofessional who has had some ESL training. The Para comes in twice a day to work with Luis. In addition, Mrs. Jones has taken the proactive approach of labeling "everything" in the room as well as partnering Luis with strong students.

Lesson Plan Implementation

While Mrs.…...