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Essay / Research Paper Abstract
A 3 page paper that reviews two journal articles on integrating ESL in content classes. One article reports the success of biology teachers and the other article looks at adult learners. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGeslc9.rtf
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Unformatted sample text from the term paper:
in the classroom. Dong (2002) reports on the success that three biology teachers in New York City and Queens had integrating language with content for students whose native language is
not English. Since science has its own language, vocabulary is difficult for native English speakers, it is even more to students who are learning English. The fact that science
classes were thematic and focused on conceptual development was an advantage when introducing a curriculum to English Language Learners. These teachers had very diverse classes that included students from 15
different countries who spoke 14 different languages. There degree of knowledge of science in general and biology in particular varied greatly. Students were also required to demonstrate their knowledge through
portfolios that included four research projects and through two free response essays during the year. The teachers used various strategies for teaching English Language Learning students, such as modifying
their nonverbal cues, like how they talked to the class, acknowledging the cultural differences that existed, using group work and other practices found to have a positive impact on learning.
In this study, that same success was shown. Using modified teaching methods, all students learned, including the ELL students. This article demonstrates that content teachers can modify their classrooms, their
instructional techniques and their behaviors to increase the success level for these students. Pica (2002) reported that in the mid-1980s, Merrill Swain discussed the disparity between the input
English Language Learners received versus the output they were asked to produce. This would naturally lead to a deficit in speaking the language and even writing it. Some researchers realized
that if ELL (Pica refers to L.2 learners) students participated in content-based instruction, the demand for output would increase dramatically. This situation brings up the question of how L.2 students
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