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The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, $ 51.95
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Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
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English as a Second Language, 2002.
Examines how teachers of the English language to non-native speakers teach specialized vocabulary as part of their curriculum.
2,554 words (approx. 10.2 pages), 14 sources, APA, $ 77.95
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Abstract
Educators that provide instruction in English as a Second Language (ESL) must provide students with the primary concepts of English in the early stages of language development. As students progress and become more familiar with the language and its idiosyncrasies, advanced training is likely to acclimate students to much of the daily slang as well as complex vocabulary that they hear from native English speakers in routine conversation. It is the responsibility of the ESL instructor to provide this teaching at the appropriate juncture, and the most advantageous route is specialized vocabulary. This paper provides a discussion of the concept of word elements in the English language. It continues with an analysis of the methods by which ESL instructors teach technical or specialized vocabulary in their coursework, including various learning strategies for students. Finally, a brief discussion of the importance of specialized vocabulary in ESL acquisition precedes a conclusion.
From the Paper
"Gairns and Redman (47-48) describe three forms of word building: affixation, which is the process of adding prefixes and suffixes to the base part; compounding, which is the formation of two or more words that can also stand independently as a single word, and includes three types: adjective compounds, verb compounds, and noun compounds; and conversion, which is the process by which a word may be used in more than one way, such as a noun and a verb. Furthermore, Gairns and Redman (50) discuss the difficulties involved in word pronunciation, which often demonstrates the large disparity between the ability to write words in English and the ability to pronounce them correctly. Therefore, the importance of pronunciation must be expressed in student learning in order to achieve total mastery of the English language."
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Teaching English as a Foreign Language, 2005.
An in-depth research paper examining the difficulties and challenges of teaching English as a second language.
19,400 words (approx. 77.6 pages), 30 sources, MLA, $ 249.95
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Abstract
This paper describes the many difficulties associated with teaching English as a second language and argues that the most successful approach to teaching English to non-English speaking students, given these difficulties, is a one-on-one approach between the instructor and the student and computer supplementation.
Outline
Introduction: The nature of the ESL Problem
Methodology
One-on-One Language Instruction
Motivation
Use of Computers and the Internet to Teach English as a Foreign
Language
Case Study
Conclusion
From the Paper
"Globalization is bound to increase the already large numbers of students for whom English is a second language, whether those students are migrating within the European Union to Great Britain or Ireland, or to the United States. In the United States, arguably, much of the growth in number of students learning English as a second language is due to NAFTA and other migration within the two American continents. In the European Union, much immigration is likely to be from the eastern nations, as well as from the historic sources of migration into Great Britain, Asia and India."
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"Racism in the English Language", 2004.
A review of the essay, "Racism in the English Language," written by Robert B. Moore.
1,213 words (approx. 4.9 pages), 1 source, MLA, $ 41.95
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Abstract
This paper discusses and analyzes the essay, "Racism in the English Language," by Robert B. Moore. The paper focuses on the statement that language influences Western thought from the first moment we learn it. The paper illustrates, through this enlightening essay, that the English language is peppered with racial stereotypes and slurs, even in words and phrases that seem quite harmless. The paper questions whether it is intentional that many English words and phrases were created with subtle references to black as "bad" and white as "good" or whether they are simply a result of long repressed and unconscious thoughts and feelings about the races.
From the Paper
"In the "Wrap-Up," the author states, "Negative language infects the subconscious of most Western people from the time they first learn to speak. Prejudice is not merely imparted or superimposed. It is metabolized into the bloodstream of society" (Moore 474). This statement is thought provoking because it makes the reader stand back and look at the subconscious ways language has affected our beliefs and ideas from the first time we could listen and speak. This is interesting and yet frightening at the same time. If it is true, that language "colors" our vision subconsciously from the beginning of life, then it also seems to imply that we really have no chance of every overcoming prejudice and racial bias in Western society, for the thoughts are too ingrained and run too deep. No matter how much we try, there will still be inherent prejudices that are too big to overcome."
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Idiosyncrasies of the English Language, 2007.
An analysis of the evolution, flexibility and irregularity of the English language.
4,022 words (approx. 16.1 pages), 16 sources, MLA, $ 108.95
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Abstract
This paper explains the developmental history of our ever-changing English language. It includes French, British, Spanish and Italian influences on English. The paper discusses differences between written and spoken language and how slang, jargon, euphemisms, cliches and idioms can make English a difficult language to learn. The paper cites several examples of well-known cliches and jargon and explains their origins.
From the Paper
"In most languages there is a distinction between that which is written and that which is spoken, a difference between literature and colloquial speech. In written literature we can see the broad outlines of history, but the language of literature has historically been that of the ruling class. The spoken language, the common everyday speech, reveals the intimate, familiar lives of the people, even when reading and writing were limited to the upper classes. In his 1888 book, The Queen's English: A Manual of Idiom and Usage, Dean Henry Alford described the difference between written and spoken English at that time:
We must distinguish between the English which we speak, and that which we write. Many expressions are not only tolerated but required in conversation, which are not usually put on paper. Thus . . . everyone says 'can't', . . . 'won't' [and] 'isn't', . . . but we seldom see these contractions in books, except where a conversation is related. (Alford 57)"
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Misuse of the English Language in Political Writing, 2002.
An interpretation of a political article using George Orwell's essay ?Politics and the English Language".
800 words (approx. 3.2 pages), 2 sources, MLA, $ 28.95
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Abstract
This paper attempts to interpret the ?San Diego Union-Tribune? October 18, 2002 editorial ?In a democracy, silence isn?t golden? written by Colleen M. O?Connor through the ideas of George Orwell in his essay ?Politics and the English Language". It examines Orwell's four types of problems typical to the use of English language specific to political writing: dying metaphors, verbal false limbs, pretentious diction and meaningless words and how they can be applied to O' Conner's article. The theme of the article is the lack of debate regarding the possibility of war with Iraq and this paper shows how through analysis, the problems that Orwell saw in the 1940?s have continued and may have grown worse as the 21st century begins.
From the Paper
"The next sentence provides an example of Orwell?s concern about the excess use of words with many syllables. At the beginning of the sentence we encounter the imprecise word ?preponderance? and a long list of incompatible characters described with inconsistent parts of speech. The writer highlights a random combination of people, ?partisans?, ?spokesmen?, and ?politicians?, and things, ?corporate propaganda?. The compound word ?spinmeister? qualifies the type of spokesmen of concern. ?Spin? by itself is a poor term, adding the German word ?meister? further confuses the reader. A similar list of characters on the opposite side of the discussion is presented in the same confusing manner."
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English as an Official Language, 2003.
Deals with English becoming an official language of the United States.
1,335 words (approx. 5.3 pages), 1 source, MLA, $ 44.95
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Abstract
Using Samuel Ichiye Hayakawa's article, "Bilingualism in America: English Should Be the Only Language", this paper examines the issue of bilingualism in the United States. The paper discusses both ideas for and against the debate. It also examines the methods that Hayakawa uses to attract his readers to his views, including repetition, emotion, and ethics.
From the Paper
"With everyone in America having their own opinion on this issue, the author tries to rally more people on to his side with this essay. He uses several techniques in this essay to make his point. He persuades his audience successfully by using repetitions, examples, emotions, logic and ethics. By listing certain background information, such as his past government positions and his past residency, he makes himself a reliable source for information pertaining to language. He also uses examples for and against his position to his advantage to make his point. If English is made the official language of the United States, Samuel Hayakawa makes the audience believe that they will be a more stable and flourishing country."
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