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Essay / Research Paper Abstract
4 pages in length. Learning a second language is often a culturally and emotionally challenging undertaking, particularly for those who reside within the foreign country where this second language acquisition is inextricably associated with one's economic and cultural wellbeing. The learning styles and strategies taken to teach these non-English speaking individuals – particularly for children at the school level – has many times left students without appropriate skills. Bibliography lists 5 sources.
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4 pages (~225 words per page)
File: LM1_TLC2ndLang.rtf
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associated with ones economic and cultural wellbeing. The learning styles and strategies taken to teach these non-English speaking individuals - particularly for children at the school level - has
many times left students without appropriate skills. Students of all ages and nationalities suffer the same difficulties and challenges when attempting to learn
English as a second language. According to Immigrant Teens: Overlooked And Underserved, having to learn to communicate within a foreign country is not only complex and troublesome, but it
is also quite an involved process. Even more exasperating is the quest to conquer a new language with a learning disability, as a number of high school students do
when trying to learn English. These special needs students are not routinely given the individualized attention they require in order to retain the lesson; rather, they are often lumped
together with other bilingual students and forced to adopt the sink-or-swim method of learning (Barkan, 2001). This concept, which forces a student to either keep up or fail, comes
from the fact that "teachers typically deal with the class as a whole and do not consider the individual needs of students" (Goldenberg, 1996, p. 353) who come from different
backgrounds. Moreover, this unstructured form of education poses a considerable problem for the foreign student who also has a compromised ability to learn the subject matter; indeed, what passes
for English language development is nothing more than slipshod schooling at the hands of lazy or inadequately trained teachers. "Teachers of mainstream subjects, such as math or history, often
lack training to work with LEP students and often maintain that developing students basic literacy skills is not part of their core task" (Anonymous, 2001, p. 6). What often
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