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Essay / Research Paper Abstract
This 6 page paper provides an overview of the basic elements of ESL instruction through the use of the Internet. This paper outlines two different questionnaires utilized to assess performance following an Internet-based learning program. Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: MH11_MHQueEsL.rtf
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Unformatted sample text from the term paper:
It has been argued that it is essential to the assimilation of non-English speakers into English speaking countries that the process of instruction maintains native
language and culture in order to reduce the likelihood that interethnic conflicts will arise (Vandrick, Messerschmitt, and Hafernik, 1996). Vandrick, Messerschmitt and Hafernik (1996) suggest that this is one
of the most problematic elements of English language learning, but also demonstrates the political, social and ethical issues that make ESL and bilingual instruction problematic within existing communities. The
TESOL organization mission statement suggests that ESL and TESOL professionals "support measures that protect the right of all individuals to preserve and foster their linguistic and cultural origins" and "oppose
all measures declaring English the official language of the United States of America or of any legally constituted part thereof (TESOL, 1995, p. 3). It is also an essential
directive of the TESOL mission statement that TESOL professionals pursue curriculum development, educational programming, and linguistic processes that do not underscore existing language process. In other words, the need to
address the cultural and native language needs of speakers while also promoting the use of the dominant language has come into focus as an element of English-language instruction (TESOL, 1995).
It must be recognized that ESL and TESOL premises are based in a pedagogical ideology that is the linked to second language instruction (Czubaj, 1995). This pedagogical ideology directs
the instruction of English as a second language while maintaining the native language as the learners primary language, and it has been suggested by critics that this pedagogy can negatively
impact ethnic students, by diminishing their application and proficiency in English (Czubaj, 1995). This argument, which has also been utilized to diminish the focus on bilingual education, has been
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