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This is Topic: ESL - English as a Second Language
Following are the Articles published under this Topic.

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		The Assessment and Placement of Language Minority Students
		10220 Reads The Assessment and Placement of Language Minority Students In the fall of 1992, a nine-year-old boy from Bejing, China, came to New York City. His neighborhood school, without asking his parents about his language abilities or testing him--either one of which would have shown that he spoke no English--placed him in a monolingual English fourth grade classroom. There, his teacher, who did not believe in the value of bilingual education or English as a Second Language (ESL) classes, gave him a Chinese-English dictionary and expected him to learn the language on his own. Needless to say, he did not do well in class. Read more... (9716 bytes more)


		Teaching Science Effectively to Limited English Proficient Students
		8773 Reads Teaching Science Effectively to Limited English Proficient Students A quality science education is essential to the future success of all students, as is proficiency in the English language. Since limited English proficient (LEP) students learn English skills most effectively when they are taught across the curriculum, it is especially productive to integrate science and English teaching. An integrated curriculum that teaches science in a way that is understandable and meaningful to multicultural students, as it promotes increased English language proficiency, can be developed for students at all educational levels, and does not require teachers with knowledge of the students' native languages. Read more... (18009 bytes more)


		Assessing Language-Minority Students
		10916 Reads Assessing Language-Minority Students Today, 15% to 20% of our schoolchildren speak a foreign language at home, and their number is growing rapidly. By definition, these limited-English proficient (LEP) students do not speak English as their primary language, and their culture frequently differs from that of most Americans. These differences in language and culture influence how LEP students do in school and on the various tests we generally use to evaluate students. Read more... (7458 bytes more)


		Staff Development for ABE and ESL Teachers and Volunteers
		4749 Reads Staff Development for ABE and ESL Teachers and Volunteers Preparation of instructors is considered to be one of the greatest needs in adult basic education (ABE) and English as a second language (ESL) programs (Foster, 1988; Kazemek, 1988). Many ABE and ESL teachers and volunteer instructors receive little or no training, either in subject matter content or in the process of teaching English to adults. The challenge for the adult education field is to design an effective system of staff development within the constraints of the ABE and ESL delivery system. These constraints include limited financial resources for programs, the part-time nature of instruction for adults, high instructor turnover, few state training requirements for ABE and ESL instructors, and lack of a unified adult education research base (Tibbetts, Kutner, Hemphill, & Jones, 1991). This digest summarizes research on the formats of staff development for ABE and ESL teachers and volunteer instructors and identifies key elements of effective staff development programs. Read more... (8187 bytes more)


		ESL Literacy for a Linguistic Minority: The Deaf Experience
		8523 Reads ESL Literacy for a Linguistic Minority: The Deaf Experience Learning to read and write effectively is a challenging task for many adults, particularly for those who are deaf. (The term "deaf" is used here to refer to both deaf and hard-of-hearing people.) In spite of concerted efforts by educators to facilitate the development of literacy skills in deaf individuals, most deaf high school graduates read English at roughly a third or fourth grade level as determined by standardized reading assessments (Allen,1986; King & Quigley, 1985). In their writing, they often make vocabulary and structural errors that include omitting or confusing articles, prepositions, and verb tense markers, and they have difficulty with complex structures such as complements and relative clauses (Swisher, 1989). Read more... (7822 bytes more)


		Collaboration in Schools Serving Students with Limited English Proficiency and Other Special Needs
		7158 Reads Collaboration in Schools Serving Students with Limited English Proficiency and Other Special Needs Learning to work cooperatively and collaboratively with others to address the needs of specific students is not easy. Few educators have training in this area. Although collaborative cross-disciplinary programs are beginning to appear in schools, few school personnel have had training in applying multicultural concepts to addressing the needs of learners with disabilities and limited proficiency in English. Read more... (11969 bytes more)


		Myths and Misconceptions about Second Language Learning
		23888 Reads Myths and Misconceptions about Second Language Learning As the school-aged population changes, teachers all over the country are challenged with instructing more children with limited English skills. Thus, all teachers need to know something about how children learn a second language (L2). Intuitive assumptions are often mistaken, and children can be harmed if teachers have unrealistic expectations of the process of L2 learning and its relationship to the acquisition of other academic skills and knowledge. Read more... (13107 bytes more)


		Technology and Second Language Learning
		13001 Reads Technology and Second Language Learning The use of technology in teaching second languages has been increasing dramatically over the past few years. University language departments and U.S. government agencies' language training divisions are implementing various technologies into the curriculum on a regular basis. Several school districts across the nation are creating special magnet high schools where technology, international studies, and second languages are emphasized. Technology is becoming a bigger part of both in-class and home study, as the traditional use of audio and films is supplemented by computer-assisted instruction and interactive media technologies. Read more... (10809 bytes more)


		Children's Writing in ESL
		6791 Reads Children's Writing in ESL Children whose native language is not English are present in ever increasing numbers in elementary schools in the United States. Educators, therefore, must provide opportunities for these learners to develop English-as-a-second-language (ESL) skills and to learn school content-area material. In elementary schools, particular emphasis has recently been placed on helping ESL learners become more proficient writers of English to ensure their academic success in English language classrooms (Allen, 1986; Rigg and Enright, 1986; Urzua, 1987). Read more... (6369 bytes more)

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		ADD, ADHD, Literacy, ESL, Special Ed, Bilingual Ed, Gifted, Health Ed, Early Childhood Education

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