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Essay / Research Paper Abstract
A 7 page research paper that summaries and discusses three articles on strategies for teaching English Language Learners (ELLs). Bibliography lists 4 sources.
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7 pages (~225 words per page)
File: D0_khell2.rtf
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Unformatted sample text from the term paper:
speak, read and write as English Language Learners (ELLs) (Drucker, 2003). This presents special challenges to teachers, as 41 percent of 3 million public school teachers surveyed by the National
Center for Educational Statistics report teaching students with limited English proficiency (LEP) (Drucker, 2003). Only 12.5 percent of these teachers has received eight or more hours of training in
ELL or LEP instruction (Drucker, 2003). Considering this, it is not surprising that many teachers do not feel adequately prepared to work with ELLs (Curran, 2003). The following examination of
ELL instruction summarizes and then discusses three articles that offer strategies for the instruction of these students. Drucker (2003) In this article, the author lists some factors that can
complicate the reading process for non-native English speakers. While English as a second language (ESL) students may seem proficient in their knowledge of English when talking to friends, research reveals
that conversational proficiency does not necessarily equate with academic proficiency. Typically, while conversational proficiency can be achieved in two years, it generally takes between five to seven years to achieve
equivalency with native-English speaking peers (Drucker, 2003). Complicating learning for ELLs is the fact that English contains contextual cues than other languages (Drucker, 2003). Therefore, one of the first strategies
that Drucker (2003) suggests is that the teacher can provide context for these ELLs by previewing reading assignments before the students attempt to reach them on their own. According to
Drucker, this strategy works well for students in grades 3 through 12. The teacher may begin by making a few statements or asking some questions that serve to grab
the interest of the students. Then, the teacher relates the passage that the students are going to read to something or some experience that is already familiar to them.
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