Abstract
This research paper investigates the technology tools that can be used to increase learning for English language learners (ELL). The paper discusses tools to assist all students, particularly English language learners, including web-based instruction, online education, computer mediated communication, education portals, video and/or audio streaming, the Internet and discussion boards among other technological tools.

From the Paper
"The purpose of this paper was to investigate the following research question: What technology tools can be used to increase learning for English language learners? Topics related to this research and explored by this paper include technology for English language learners and all students, technological tools for instruction and technology training to increase learning, are included in the discussion. Findings from the literature were that today's multicultural classroom includes a diverse student body with increased numbers of English language learners and..."

Tags:ELL, students, technology, English language learners, instruction, multicultural, classroom, web, computer

Abstract
This paper provides an analysis of "Lau v. Nichols" (1974), a landmark decision by the U.S. Supreme Court that declared public schools that do not offer English assistance instruction to students of limited English proficiency is a violation of Title VI of the Civil Rights Act.

From the Paper
""Lau v. Nichols U.S." is a civil rights suit brought by Chinese American students in California against the San Francisco Unified School District. The case involved the English-only policy of integrated San Francisco schools. Chinese-American students of limited English proficiency brought suit against the district in "Lau v. Nichols" as a violation of their civil rights under the fourteenth amendment, but the Supreme Court ultimately found it a violation of Title VI of the Civil Rights Act of which flatly..."

Tags:San Francisco, equal protection clause, education, national origin, advantages, Chinese Americans

Abstract
This paper discusses the importance of offering bilingual education in US schools. The paper maintains that, because of the ever increasing numbers of English language learning students present in the American school system, the topic of bilingual education must be addressed. The paper relates that research into bilingual education has proven that it is the best way for ELL students to learn the language while maintaining literacy in their own native tongue. The paper argues that, in order to create a successful system, not only do we need to remove the misconceptions regarding ELL students and develop programs that will work for all students, but most importantly teachers need to be prepared and supported in order for the classroom experience to be successful.

From the Paper
" The first immigrants to this country were primarily northwestern European. With the abundance of land and the tendency for national groups to stay together in order to preserve their traditions language was not much of an issue. With the second wave of immigration to America, largely from southern and eastern Europe, the problems began. The original settlers began to fear for their customs and traditions when the new groups began to move in."

Tags:immigration, diverse, original, settlers, trouble

Abstract
This study identifies different factors involved in three language learners that appeared to have positive or negative implication for their language acquisition, and discusses how these factors contribute toward successful or unsuccessful language learning. The writer argues that it is impossible to draw a single conclusion about the universal characteristics of successful language learning since a number of these factors such as individual differences are difficult to measure. Besides, the direction of causal relationship between these factors and the language learning remains unclear. The writer concludes that studying a variety of factors that may influence acquisition of target learning is an ongoing process for both learners and teachers to increase the chance of successful learning.

This paper includes an appendix of interview questions.

Outline:
Introduction
Age
First Language
Risk Taking
Personality
Learning Context and Process
Motivation
Acculturalization
Conclusion

From the Paper
"In this study, there were no signs of introverted characteristics for the participants, though their overall proficiency in the target language varied. This demonstrates the complexity of language learning processes and again the importance of other affective situational variables such as language teaching methods. However, it appeared that all three participants enjoy having conversations and discussions with others in their first language, though this was not the case when they needed to speak in their target language. Striving for higher self-esteem by the accumulation of positive experiences could be helpful to develop current situations for the participants. Nevertheless, this should not be achieved immediately since such experiences involve not only learners themselves but also others including teachers and speakers of the target language throughout the process of learning."

Tags:familiarisation, proficiency, mother, tongue, teaching

Abstract
This paper discusses the ethical issues that exist in bilingual education, particularly with Spanish and English. The paper discusses the challenges that exist and the different perspectives on these challenges. The paper then considers the ethical dilemma from a cost perspective. Lastly, the role of diversity in a monolinguistic society is examined.

Table of Contents:
Introduction of Ethical Issues
Pros and Cons
The Narrow View of Ethical Arguments for Bilingual Education
Cost Perspective
The Real Stakeholder
The Role of Diversity in a Monolinguistic Society
Conclusion

From the Paper
"The most important ethical aspect is the understanding of the formal approach whereby concrete results can serve the best purposes of society, and make bilingual education work not only for ESL students, but for all society and the entire educational process; for this reason, we focus on concrete methods. The three types of bilingual programs are transitional, developmental and two-way bilingual (Bilingual Education, 2008). Detailed further in research, these are all comprehensive and enhanced integration approaches to education that specifically emphasize the need to equalize conditions for second language English learners. Ideals of equalization, cultural retention, and diversity in society are all honorable and pursuable, and morally right; however, there is no research to indicate that bilingual education actually accomplishes this."

Tags:ESL monolinguistic, english immersion, diversity

Abstract
This paper discusses bilingual education and English as a second language (ESL) in the United States. It describes the country's policies in terms of bilingual education programs and discusses the importance of teaching English as a second language to students in schools. It also compares the outcomes of bilingual education programs and English immersion.

Table of Contents:
History
Analysis
Bilingual Education vs. English Immersion
Conclusion

From the Paper
"My interviews with the teachers and students indicate that most educators base decisions about how to teach not just on state mandates but also on their assessment of what their English language learners need, the numbers of English language learners in their classes, and their own philosophy. Most teachers with whom I have talked believe that teaching students in English as a secondary language is more important because the students understand the lectures in a better way. In general, a mainstream classroom that provides extra help seems to be more practical for many schools, and any academic harm caused by such classrooms is apparently not significant enough to be noticeable to most teachers or to offset the relative ease with which schools can form such classrooms. After all, most immigrant children in the U.S. and throughout the world are in mainstream classrooms, and most of them seem to swim, not sink."

Tags:ESL, classroom, minority

Abstract
This paper explains the present national standards in the UK for adult literacy such as being confident and capable when speaking, listening, reading and writing. The author relates that, in 2010, functional skills based on real life experiences, particularly as relative to work based environments will become the new qualification. From the perspective of the author's own experiences, the paper details the teaching of basic skills for English for Speakers of Other Languages (ESOL) adult students and the ability of ESOL teachers to also teach functional skills.

From the Paper
"SfL or basic skills qualifications are aimed at helping learners to build their English, maths or computer skills, whereas key skills are aimed at development of skills to help in work and life in general. As a learner myself, working towards an ITT qualification, I have no previous experience of summative assessment of speaking skills because most of the assessments that I have been involved in through the delivery of literacy to English for Speakers of Other Languages (ESOL) learners were formative."

Tags:comparability, functional skills, work verification levels

Abstract
This paper investigates the use of authentic reading materials in creating a natural environment in which EFL (English Foreign Language) adult learners can improve their reading skills from the perspective of the learners and the teachers. The literature review, research methodology and results are presented in detail. The paper concludes that this original research suggests that there are factors to be considered when using authentic texts in order to make such texts more interesting, motivational and teachable.

Table of Contents:
Abstract
Table of Figures
List of Abbreviations
Introduction
The Importance of this Study and of Learner Autonomy
Research Questions
The Structure of this Study
Literature Review
Autonomy and Authenticity
Autonomy: Definitions and Main Characteristics
Criticism against Learner Autonomy
Defense of Learner Autonomy
Acquisition and Learning
Authenticity or Autonomy
Authentic Reading Materials and EFL Classroom....
Authentic Reading Materials: Definition and Characteristics Authentic vs. Artificial Materials
Advantages of Authentic reading Materials
Disadvantages of Using Authentic Reading Materials
Authentic Reading Materials and the Learner's Role
Text and Task Selection
Top-Down processing and Students' Predictions
Learners' Interpretation and Negotiation
The Role of the Teacher as a Model
Theoretical Implications
Methodology
Data Collection
Questionnaire
Focus Group
Ethics
Validity and Reliability
Limitations
Findings and Discussion
Findings
Questionnaire Findings (Section 1)
Attitudes towards the Role of Cultural Awareness in Learning English
Attitudes towards the Suitability of Authentic Texts
Attitudes towards the Role of Authentic Texts in Enhancing Communicative Competence
Attitudes towards the Role of Interactive Activities in Improving the Understanding of Texts
Questionnaire Findings (Section 2)
Questionnaire Findings (Section 3)
Questionnaire Findings (Section 4)
Focus Group Findings
Discussion
Implications and Conclusion
Implications.
Conclusion
Appendices
Questionnaire
Focus Group: Structure and Questions
Details of the Anonymous Email
Initial Questionnaire with Open-Ended Questions
Follow-up Questions
Feedback to a Conducted Focus Group

From the Paper
"Advocates of learner autonomy believe that its principles could create a suitable environment in which students find strong motives for acquiring the target language unconsciously. Such an environment is argued to be created gradually by well-prepared teachers who have to consider the fact that not all learners have the same capability to develop the same degree of autonomy . Besides his belief in the crucial role of the teacher inside the classroom, Holec also suggests that autonomy "can be done with other learners or with outside help.""

Tags:models, learner autonomy, attitudes questionnaire, focus groups

Abstract
This paper sets out to analyze two classroom events, applying the Sinclair and Coulthard's 'Initiation-Response-Follow-up' model (IRF) and some classroom interaction criteria in order to compare both interactions and their effect on students and how the instructors might be helped to improve their effectiveness. The paper goes on the explain that some discourse directly follows the IRF model although variations should be made to maximize the amount of students' input. The classroom exchanges are presented in table form and an explanatory figure is also included.

Outline:
Introduction
The Discourse Analysis Model
The Lesson Data and Classroom Interaction
Question Types
Teacher Explanations
Teacher Corrections
Inputs and interaction
Modified Interaction
Student Involvement and Comprehension Input
Turn-allocation Behavior
Student Talk
The Value of Small Group Talk
Evaluation of Pedagogical Implications

From the Paper
''My new professional role is to work within a government educational reform process and mentor and train teachers in a boys school in the United Arab Emirates. None of them have a teaching degree nor have they benefited from any kind of professional development in the course of their career at the school. They are all from Arab countries and my particular interest is working with the English instructors.
''The role of the EFL teacher is generally thought of in terms of preparing learners to use English outside the classroom. Nunan' (1987) argues that the style of language used in the classroom environment may seriously influence a student's ability to cope with real life communication needs.''

Tags:education, teaching, learning

Abstract
This paper discusses the importance of teaching vocabulary in an appropriate context to help ESL learners begin to understand the use of the item. The paper includes a literature review on the subject of language acquisition, an appendix of a lesson plan, another of a revised lesson plan and some examples of teaching aids. The teaching takes place in a school in Hong Kong.

Outline:
Introduction
Literature review ~ Teaching of Vocabulary
Current Research in Teaching Vocabulary
Independent Strategy Development
The Incidental Learning
Explicit Instruction
Instructional context and procedure
Students' background
Description of the unit
Description of the lesson
Stage 2 Presentation Stage
Stage 3 Production Stage
Stage 4 Conclusion / Rounding off
Analysis, discussion and evaluation
Conclusion

From the Paper
''According to the Curriculum Guide (2004), the English Language curriculum in primary school aims to help learners lay a good foundation in learning English, paving the way for effective communication of knowledge, ideas, values, attitudes and experience. In communication, vocabulary is often more important than grammar. According to Schmitt (1998) vocabulary knowledge is the single most important area of second language competence regarding academic achievement. However, L2 learners always find it hard to communicate effectively because they do not know many of the words they need. As an English teacher, helping students to communicate effectively is always one of my top priorities. When designing and implementing our own school based English curriculum, lots of emphasis has been put on teaching of vocabulary. Also, we value the importance of teaching vocabulary in context. An appropriate context helps learners begin to understand the use of the item as well as its basic meaning (Davies, 2000). In this paper, I am going to use one P.4 thematic unit ~Shopping for food to specify this."

Tags:teaching, vocabulary, methodologies