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Essay / Research Paper Abstract
A 3 page paper examining whether it is better to learn rules of grammar first or to have access to real meaning. The second language speaker may need to “unlearn” some wrong methods or violations of grammar rules, but having access to actual meaning allows the individual to communicate with native speakers of the language that is secondary to him. The bottom line is that the second language speaker needs knowledge both of the rules and of specific meaning, but gaining meaning first allows the second language speaker the ability to communicate while still learning the rules of navigation. Bibliography lists 6 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduLEPesl.rtf
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Unformatted sample text from the term paper:
There has been much discussion over the years about bilingual education and the "best" way to approach teaching students whose native language is something other than English. That debate
ran on virtually unchecked until California voters approved Proposition 227, which essentially ends bilingual education in the state. Controversial even now, the 1999 measure requires that "all children in
California public schools shall be taught English by being taught in English" (Wildavsky, 1999; p. 41). As is so often the case, change in law forced the issue and
the focus of debate has changed. Instead of debating whether bilingual education should continue, educators now focus on discovering, analyzing and implementing cases of best practices wherever they are
found. Recent Studies The issue of bilingual education is one that must be settled. Dunn (1993) reports on the 1990 census, which
revealed that 6.3 million school-age children were native speakers of a language other than English. The Hispanic population has surpassed the African-American population, and the Asian population continues to
grow. By 2050, demographers predict that the white population will be a large minority group itself. Montecel and Cortez (2002) advocate identification
of successful educational approaches that can be used at the national level; De la Colina, Parker, Hasbrouck and Alecio (2001) appear to agree. These authors found that the effectiveness
of intensive reading intervention increases where the classroom atmosphere is highly participatory. They studied a single classroom of "poorly performing first and second grade students in a Spanish-English bilingual
classroom" (de la Colina, Parker, Hasbrouck and Alecio, 2001; p. 503), basing their conclusions on measurements of "oral reading fluency and comprehension" (de la Colina, Parker, Hasbrouck and Alecio, 2001;
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