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Essay / Research Paper Abstract
This 10 page paper begins by identifying and describing several types of programs being used to teach English-language learners. The writer reports which programs have been found to be most effective at different grade levels. The writer also comments on the effect of the affective filter and using technology in the English language learning classrooms. Bibliography lists 10 sources.
Page Count:
10 pages (~225 words per page)
File: MM12_PGellcl.rtf
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Unformatted sample text from the term paper:
of their day receiving academic instruction in their native language (National Association of Charter School Authorizers, 2003; Mikow-Porto et al, 2004). The program does not emphasize bilingual proficiency (Mikow-Porto et
al, 2004). Research suggests students progress slowly at first but eventually, they achieve better in all content areas. Students who exit late do better than those who exit early (Idaho
State Board of Education, 2002). This is referred to as an early exit program (National Association of Charter School Authorizers, 2003). Teachers must have bilingual certification to teach in this
program. The program also requires ESL paraprofessionals (Idaho State Board of Education, 2002). Students are enrolled based on their English proficiency. Exit criteria differs from district to district (Idaho
State Board of Education, 2002). Bilingual Education - Maintenance or Developmental (Late Exit): This program builds on students native language skills while they acquire English as a second language skills
(Mikow-Porto et al, 2004; National Association of Charter School Authorizers, 2003). As before, progress is initially slow but they eventually do better in all content areas. Research suggests this program
has the greatest long-term success (Idaho State Board of Education, 2002). This program is also referred to as a late exit program (National Association of Charter School Authorizers, 2003). Staff
working in this program must have ESL certification. They need professional development in instructional methods (Idaho State Board of Education, 2002). Students are enrolled based on their English proficiency
and they continue to receive extra support after they exit the program (Idaho State Board of Education, 2002). Traditional ESL Pull-Out/Newcomers Program. This program provides traditional language development processes
and instruction. Students are enrolled in mainstream classes and pulled out for part of the day (National Association of Charter School Authorizers, 2003; Idaho State Board of Education, 2002) The
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