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Essay / Research Paper Abstract
7 pages in length. English Language Learners (ELL) are stigmatized twice by their linguistic deficiency: first in their ability to assimilate into America's multicultural society and second in their capacity to earn an education that will increase their economic status. The socioeconomic aspect of being able to speak English is a critical component to the psychological wellbeing of many cultures who choose to make the United States their home. Without the means to communicate in a nation where English is the primary language, entire families can become paralyzed when it comes to remaining boxed inside their specific cultural limitations. Children and youth represent the key to helping their families and themselves alike to escape the boundaries of language deficit with the methods and techniques afforded them through ELL classrooms. Bibliography lists 7 sources.
Page Count:
7 pages (~225 words per page)
File: LM1_TLCellmeth.rtf
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Unformatted sample text from the term paper:
their economic status. The socioeconomic aspect of being able to speak English is a critical component to the psychological wellbeing of many cultures who choose to make the United
States their home. Without the means to communicate in a nation where English is the primary language, entire families can become paralyzed when it comes to remaining boxed inside
their specific cultural limitations. Children and youth represent the key to helping their families and themselves alike to escape the boundaries of language deficit with the methods and techniques
afforded them through ELL classrooms. II. INTRODUCTION Reaching and teaching ELL students is an academic objective whereby learning to read is more than merely memorizing vocabulary; rather, the
inherent benefits to learning English in America serve as the bridge between success and failure in a country where literacy is not only expected but mandatory. For ELL students
to make carve out a prosperous, happy life for themselves, they must be able to speak the national language. ELL classrooms were developed for this specific objective as a
way to lift non-English speaking students above the standard "sink or swim" approach so prevalent in the past by giving them the tools they need to succeed. III. METHODS
AND TECHNIQUES Teaching ELL students is no different than educating the mainstream population, however, what it does require is a special set of resources that encourage students to absorb the
information. Engaging the ELL student is first and foremost; without the student involved in the overall process, there is little likelihood the lessons will instill any significant learning.
Three of the most critical components to engagement include not suppressing the students natural inclination to use his first language, not placing decoding techniques as the only viable approach and
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