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Essay / Research Paper Abstract
A 5 page paper. There are many strategies for teaching ELL students. This paper reports several of them, including cooperative learning, techniques for vocabulary and writing, using technology. The writer comments on the importance of teaching content vocabulary. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: ME12_PGellvc0.rtf
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Unformatted sample text from the term paper:
a set of techniques has been found to always be effective over more than three decades of research and practice. Since there seems to be more failure than success in
this field, perhaps we should be looking at something radically different. Ortiz and colleagues (2006) offered several suggestions for helping ELL students beginning with a positive school climate, which
makes all students feel more secure. They also mention clinical teaching which includes ongoing assessment (Ortiz et al., 2006). Ongoing assessment provides students with immediate feedback on their performance and
corrects errors before those errors are embedded in the childs mind. Effective ELL programs are comprised of several components. The first is giving teachers the knowledge and tools to
best help ELL students in their classrooms (Necochea and Cline, 2000). Often, schools forget about giving teachers what they need to do their job. This is not just one training
session, it must be ongoing with resources allocated to the training such as time, materials and planning. One instructional technique that has been successful is cooperative learning. It is
a natural approach for ELL classrooms because it gets students talking with each other. The small groups encourage students to try their new language skills. It also fosters problem solving
(Ghaith, 2003). Cooperative learning encourages meaningful, real-life conversations between students, regardless of age. Research has affirmed cooperative learning as a viable grouping approach in ELL classrooms. It is also
viable approach in a regular classroom where there are ELL students. One study was conducted in a multilingual classroom where Arabic was the primary language (Ghaith, 2003). The investigator reported:
"the results revealed a statistically significant difference in favor of the experimental group on the variable of EFL reading achievement" (Ghaith, 2003, p. 452). The experimental group was the cooperative
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