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A researched investigation on best practices for English Language Learners (ELL)

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Katie S.
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  1. Introduction.
  2. Hypothesis.
  3. Review of literature.
  4. Proven best practice guidelines for ELL teachers and learners.
  5. Related studies in best practice for the ELL classroom.
  6. Critical analysis.
  7. Conclusion.
  8. Reflection.
  9. Applications.

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an ?at-risk? population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards.

[...] TESOL QUARTERLY Vol No Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C Turning frustration into success for English language learners. Educational Leadership 53-55. Accessed through WilsonWeb on-line database on June Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution Franco, Lydia. A Multisensory Program for English Language Development. [...]


[...] It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. [...]


[...] A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson's 1982 study of Hmong refugees in Thailand and Burtoff's 1985 study of Haitian Creole speakers in New York City). [...]

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