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Essay / Research Paper Abstract
A 3 page paper which examines the conditions of immersion as it pertains to education and language acquisition principles. The paper summarizes/analyzes the article Dual-language immersion by Jennifer Esposito. Bibliography lists 6 sources.
Page Count:
3 pages (~225 words per page)
File: JR7_RAimdu.rtf
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Unformatted sample text from the term paper:
a less than adequate grasp on the English language. Many schools are all but forced to go with total immersion, putting bilingual students into completely English learning as quickly as
possible. Seattle, however, attempting a different approach, seems to offer a better solution for many who experience great diversity. Information concerning total immersion seem to indicate that immersion is done
for economic reasons rather than cultural, social, or educational reasons which indicates a weakness in total immersion. Introduction The subject of
English language acquisition is a very complex one concerning the education system in the United Stated today. There are numerous people who have difficulty with the English language and each
state is struggling with how to best approach the educational needs of ELL students. It is such a powerful subject, and one that that the national government seems equally immersed,
bearing in mind that the "OELA [Office of English Language Acquisition] distributes and manages $1 billion dollars in federal grant funds to institutions of higher education, state education agencies, districts,
schools, and community based organizations" with the goal of addressing the needs of "limited English proficient and immigrant children" (U.S. Department of Education, 2007). The following paper summarizes and analyzes
the article Dual Language Immersion by Jennifer Esposito, published in April 2006 by the periodical District Administrator. Language Acquisition Principles: Immersion The
article deals with the city of Seattle and its experience with education and diversity. The author notes how "Seattles students are called scholars by the districts administration...every student--regardless of race,
gender, ethnicity or socioeconomic background--will graduate and be fully prepared to lead a successful life" (Esposito, 2006; 30). The article does also indicate that this goal seems impossible due to
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