Collection of papers on English as a Second Language.pdf

(891 KB) Pobierz
Comprehensive Paper Presented in Partial Fulfillment
Comprehensive Collection of Papers on English as a Second Language
Dr. Patricia A. Alvara
June, 2003
Table of Contents
QUESTION 1
3
Qualitative Versus Quantitative Research
5
Action Research
11
Experimental Designs
13
Surveys
20
The Crawford-slip Method
24
Cross-Impact Analysis
25
Scenario Planning
27
The Delphi Technique and Survey
29
Morphological Analysis
30
Trend Exploration
32
Conclusion
32
References
36
QUESTION 2
43
Funding Newcomers Programs
54
Additional Research
56
Exemplar Newcomers Programs
60
Kenosha Unified School District
66
Conclusion
71
References
74
QUESTION 3
80
The Bilingual Movement
80
Conclusion
107
References
111
QUESTION 4
121
Standardized Assessments
122
Advantages and Limitations
124
Standardized Tests and LEP Students
126
Alternative/Authentic Assessments
138
Case Studies
17
Federal Regulations
59
Program Effectiveness
87
LEP Students and Language Levels
133
Conclusion
143
Appendix A
146
References
147
QUESTION 5
152
Brain Research
153
Classroom Instruction and Language Acquisition
156
SDAIE
177
CALLA
181
Conclusion
183
References
186
QUESTION 6
191
Technology-based Learning Inception
194
Web/Computer-based Training
198
Technology-based Learning and Education
200
Technology-based Learning Effectiveness
202
Technology-based Learning Limitations
204
Conclusion
206
Model Course Rationale
209
Model Course Access
211
References
212
The Brain and Language Acquisition
161
Internet/Intranet-based Training
196
QUESTION 1
Compare action research, case studies, experimental designs, surveys, Crawford-slip method,
cross-impact analysis, scenario planning, Delphi techniques and surveys, morphological
analysis, and trend exploration, which have been used to evaluate the effectiveness of language
assistance programs during the last decade. What methodologies are most effective for teachers’
usage? What methodologies might best be used for research in developing a comparative
analysis of effective Sheltered English programs?
Bilingual programs are currently being closely examined by many sectors of society, due
in large part to the criticisms being directed at them from the media and several influential
organizations. Effective bilingual programs require leadership to find answers to the calls for
greater accountability. Obtaining adequate research on bilingual and English as Second language
(ESL) educational programs has been a long, arduous process due to the vast differences in these
programs. Bilingual and ESL educational research is often skewed due to the wide range of
latitude among Federal requirements, which allow states to select the most effective programs for
their limited English proficient (LEP) student population. State officials, educational agencies,
and courts have further established mandated guidelines on educating, governing, and managing
LEP students. The actual programs being offered can vary from state to state, district to district,
school to school, and classroom to classroom (Amrein & Pena, 2000; Hakuta, 2002).
While the efficacy of language programs remains a widely debated topic
in educational discourse, researchers agree that language programs do not
exist within a vacuum, and that the benefits accrued by participating in
these programs are likely to differ for individual students. (Amrein &
Pena, 2000, p.2)

Plik z chomika:

Inne pliki z tego folderu:

Inne foldery tego chomika:

Zgłoś jeśli naruszono regulamin