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ESL Strategies, 2005.
Looks at ESL strategies used with special needs children.
2,300 words (approx. 9.2 pages), 6 sources, APA, £ 47.95
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Abstract
This paper examines ESL strategies for learning disabled students including language differences versus learning disabilities; special education strategies; strategies for the ESL and learning disabled students. The conclusion names effective strategies including instructional conversations, wordless books, T-charts, keywords and self-monitoring.
From the Paper
"This literature review concerning the topic of ESL strategies for learning disabled students addresses the following areas relevant to this study ..."
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ELS in California, 2005.
Compares programs ESL AND ELLS services to students.
1,840 words (approx. 7.4 pages), 7 sources, APA, £ 37.95
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Abstract
This paper analyzes and compares the programs and services offered to English as a Second Language (ESL) students, referred to as English Language Learners (ELLs) in California. It also looks at teacher certification - CLAD for teaching these courses. It compares what the different courses contain and how successful they are.
From the Paper
"English as a second language programs ESL vary from one school district to another but all have the goal of furnishing the student with the necessary skills in English to function successfully in the academic setting ..."
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Bilingual Education, 2004.
Position paper on the advantages of bilingual education.
690 words (approx. 2.8 pages), 3 sources, APA, £ 13.95
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Abstract
This is a position paper on the advantages of bilingual education. The different educational models of bilingual education are looked at, as well as the opportunities provided by bilingual education to students with limited English proficiency. The paper also examines the controversy surrounding bilingual education.
From the Paper
"Bilingual education programs have been a fixture in the American public education system for many decades. However an enormous amount of controversy surrounds bilingual education which includes a variety of different educational ..."
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Language Choice and Identity, 2005.
Describes ways in which scholars link choice of language to personal identity.
920 words (approx. 3.7 pages), 4 sources, APA, £ 18.95
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Abstract
This paper describes ways in which scholars link choice of language to personal identity and the social perception of one's identity. It argues that people make deliberate choices to represent themselves in a desirable manner.
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German Language Linguistic Analysis, 2005.
Performs a brief German language linguistic analysis, comparing German with Dutch and Afrikaans.
690 words (approx. 2.8 pages), 6 sources, APA, £ 13.95
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Abstract
This paper is a linguistic analysis of the German language. It compares German with Dutch and Afrikaans. The varieties of the German language; divisions into North Germanic and West Germanic are all discussed.
From the Paper
"The German language bears many similarities to other Germanicl anguages such as Dutch and Afrikaans. Standard German is spoken with auvular R although the alveolar pronunciation is used in many of the standard German ..."
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Deverbalization Theory, 2006.
An analysis of the relevance of deverbalization to both consecutive and dialogue interpreting.
1,333 words (approx. 5.3 pages), 10 sources, APA, £ 26.95
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Abstract
This paper explores the ways in which deverbalization affects both consecutive and dialogue interpreting and establishes whether or not it is a relevant skill in the interpreting process. It defines and illustrates Seleskovitch's influential theory of deverbalization and assesses its relevance to both consecutive and dialogue interpreting.
From the Paper
"In the case of dialogue interpreting the interpreter takes meaning from the different socio-cultural backgrounds of the speakers, the subject being discussed and the reason it is being discussed. All these factors influence the sense that the interpreter takes from the exchange when reworking the text from the SL to the TL. It is clear that when involved in dialogue the role of the interpreter is much more active than when interpreting consecutively, therefore the general metaphor of the interpreter as a telephone , whereby the interpreter simply serves as a conduit between two people, does not apply."
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Authentic Texts in ELT Education, 2006.
Examines the increasing need for authentic reading texts in English Language Teaching classrooms.
3,002 words (approx. 12.0 pages), 7 sources, APA, £ 52.95
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Abstract
The growing consensus is that the use of authentic materials in the English Language Teaching (ELT) classroom is beneficial to the learning process. The paper shows that, for this purpose, the crucial role played by texts in ELT reading exercises has come under closer examination. Which type of ELT textbooks is more appropriate for present needs: The "authentic" or "non-authentic" reading materials? The paper shows that the trend seems to move away from the grammar-based pedagogic content of non-authentic text in favor of authentic text, which simulates the real world outside the classroom. By working on a "living" language as used by the community, this could give learners the feeling that they are in touch with reality and thus increase their motivation for learning.
From the Paper
"Clayton, Fomo defines authentic texts as "genuine samples of language in use," which are not produced specifically for the purpose of language teaching. This text, sometimes spoken and sometimes written, simulates and uses the language of the real world, which is adapted in the classroom for its relevance to the students' social milieu. The objective is to develop the students' language skills for the real world, and bridge the gap between classroom knowledge and the students' capacity to participate in real-life events."
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The History of the French Language, 2003.
A discussion on the geographical and political factors which contributed to the development of the three main dialect divisions in medieval France.
1,463 words (approx. 5.9 pages), 5 sources, APA, £ 28.95
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Abstract
This paper examines what influenced the evolution of the many different dialects of 5th Century France into the three main dialects of medieval France. France and provides evidence of the differences in phonology between them. It also looks at the geographical and political factors which influenced this development.
From the Paper
"To understand how the different dialects came about, we need to look a little further back in history to around the 5th Century. The collapse of the Roman Empire and subsequently the time of the Germanic invasions led to the beginnings of the linguistic disparity between North and South. As the Romans retreated, many 'barbarian' tribes ventured into Gaul, adopting the lands abandoned by the Romans. Celts and Vikings settled in the far North-West, but the majority of the invaders came from Germany. The Franks and the Burgundians settled primarily in the North and the South East, but the Visigoths even went as far as the South West. "
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Stuttering in Preschool-age Children, 2006.
An overview of this speech disorder in young children.
4,123 words (approx. 16.5 pages), 13 sources, APA, £ 65.95
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Abstract
Stuttering is a communication disorder that interferes with a child's ability to speak fluently. It is characterized by the prolongation or blockage of sound, repetition, syllables or words, and its course can be cyclical, with the frequency and severity of the stuttering changing dramatically over time. This paper provides an overview of stuttering in preschool-age children, including how a stutter develops and how children are assessed.
Paper Outline:
General Description of the Disorder
Stuttering in Preschool-age Children
Patterns of Stuttering
Development of a Stutter
Assessment of Preschool Disfluent Children
Predictive Factors of Preschool Children Who Will Have Persistent Stuttering
References
From the Paper
"Trautman says that there is also some research suggesting that children who have a behaviorally inhibited temperament might be at increased risk for stuttering (e.g. children who appear to be more sensitive to changes and tend to cry more often). In addition, Trauman notes that some parents have reported changes in the fluency of their child's speech after (non-related) treatment with stimulant medications, such as Ritalin (methylphenidate) and some asthma medications. However, she says that she knows of no clinical evidence supporting these observations."
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Stuttering in Pre-school Children, 2006.
A research paper dealing with stuttering disorders in young children.
4,123 words (approx. 16.5 pages), 13 sources, APA, £ 65.95
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Abstract
Stuttering is characterized by an abnormal high frequency and/or duration of stoppages in the forward flow of speech. Such stoppages usually take the form of sound repetitions, syllables or one-word syllables, prolongations of sounds or blocks of airflow or voice speech. This paper examines the speech problem of stuttering in pre-school children. It examines causes, symptoms and possible treatments. It includes a table.
Paper Outline:
General Description of the Disorder
Stuttering in Pre-school Age Children
Patterns of Stuttering
Assessment of Preschool Disfluent Children
References
From the Paper
"Other factors, such as traumatic events can also disrupt speech patterns, particularly in younger children. Trautman says that there is also some research suggesting that children who have a behaviorally inhibited temperament might be at increased risk for stuttering (e.g. children who appear to be more sensitive to changes and tend to cry more often). In addition, Trauman notes that some parents have reported changes in the fluency of their child's speech after (non-related) treatment with stimulant medications, such as Ritalin (methylphenidate) and some asthma medications."
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Societal Bilingualism, 2003.
An examination of the language choice pattern of Belgium.
1,394 words (approx. 5.6 pages), 5 sources, MLA, £ 27.95
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Abstract
This paper examines how there are many historical and modern-day factors that can be held responsible for the language divide of Flemish and French in Belgium. It looks at how these include politics and the government, education and employment and even social affairs, and are often based around linguistic disputes. It attempts to show how the country has suffered from wars and has even divided itself into what can be seen as two separate countries purely for the sake of a language choice.
From the Paper
"In the 1830's the Belgian constitution of the time called for neutrality regarding the linguistic education of the country's children. However, this worked to the disadvantage of the Flemish who felt that their children were being taught in the less-well equipped schools, whilst the French attended private schools thus making French the language of public administration and of the refined classes. As a result, Flemish came to be considered the language on suitable for the streets."
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English, Swedish and Latin, 1996.
An examination of the influence of Swedish and Latin on the English language.
1,419 words (approx. 5.7 pages), 5 sources, MLA, £ 28.95
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Abstract
This paper discusses two foreign sources which have had an influence upon changes in the English language. Firstly, it examines the influences of the Scandinavian language family, from the time of Donsk Tunga and the 9th century Viking invasions of the British Isles. Secondly, the paper discusses Latin influences on the English language, from the 14th century to the late 20th century. The paper provides examples from each source language and looks at how the source languages in question have influenced British English with regards to dialects, place names, surnames, prefixes and compounds.
From the Paper
"Before proceeding, however, it should be noted that up until the 9th Century, there was one Scandinavian language spoken throughout the countries now known as Sweden, Denmark, Norway and Iceland. This was called Donsk Tunga (Danish Tongue). The Viking period led to differences between the East Scandinavian dialects, from which Danish and Swedish have evolved, and the West Scandinavian dialects, from which Norwegian and Icelandic have evolved. Today, Danish and Swedish remain extremely similar, and it is quite usual that literate Swedes, Danes (and Norwegians) can understand each others' languages without a great deal of difficulty. Icelandic, however, has diverged further so that it is mutually unintelligible with Swedish, Danish and Norwegian."
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English as the Official Language, 2005.
An opinion paper arguing that English should remain the official language of the United States.
845 words (approx. 3.4 pages), 5 sources, MLA, £ 17.95
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Abstract
The author of this paper disagrees with opinions that English should not be the official language of the United States. He shows that if English is not the official language, it makes learning it optional and in some cases, for non-English speakers, trivial. The author feels, however, that the United States government should offer federally-funded programs to help immigrants learn English. The paper examines several sources on the subject.
From the Paper
"Overall, I do not feel that any extreme is the right solution to a situation. I feel that in the United States, English is a common bond that allows people of diverse backgrounds to reach common understanding. However, I do not agree with the "English-only" movement. In my opinion, it is the extreme of English becoming the official language of the United States. I believe that anyone that resides in the United States should be able to speak proper English. But, people can still speak whatever language they choose at home and in private life."
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TESOL Teaching Material, 2005.
An analysis of two sets of teaching materials for a Teaching English to Speakers of Other Languages (TESOL) course.
6,306 words (approx. 25.2 pages), 8 sources, MLA, £ 87.95
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Abstract
This paper sets out to analyse two sets of exercises in teaching various aspects of English language, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.
From the Paper
"Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."
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