Action Research for Esl Students
Running Head: Issues Regarding English as a Second Action Research Proposal 1
Issues Regarding English as a Second Language Student in the Classroom
Clifford J. Thomas
Grand Canyon University UNV 530
July 18, 2012
Running Head: Issues Regarding English as a Second Action Research Proposal 2
Table of Contents
Abstract……………………………………………………Page
Introduction……………………………………………… Page
Problem Statement and Research Question……………… Page
Methodology………………………………………………Page
Setting and Sample Population……………………………Page
Data Collection and Procedures…………………………...Page
Intervention Plan…………………………………………..Page
Conclusion and Recommendations………………………..Page
Annotated Bibliography…………………………………...Page
References…………………………………………………Page
Issues Regarding English as a Second Action Research Proposal 3
Abstract:
The issue of Immersing English as a Second Language and English Language Learners into the general education classroom has caused many concerns to educators, parents and administrators. These factors range from respect for these students economic backgrounds, cultures and beliefs to the teachers not being fully trained to handle these students, schools and teachers not having access to necessary resources to adequately teach these students, the placement of students with various languages in one classroom setting, to finally the curriculum the school or district has adopted is not efficient for the students learning ability. The mainstreaming of students into regular classrooms began with the No Child Left Behind Act of 2001 which states that disadvantage students have the same access and the same quality of education as the rest of the students in the country in which they are receiving their education. This law also provides the foundation for the non-native students entering foreign countries.
Introduction:
Issues Regarding English as a Second Language Student in the Classroom
Clifford J. Thomas
Grand Canyon University UNV 530
July 18, 2012
Running Head: Issues Regarding English as a Second Action Research Proposal 2
Table of Contents
Abstract……………………………………………………Page
Introduction……………………………………………… Page
Problem Statement and Research Question……………… Page
Methodology………………………………………………Page
Setting and Sample Population……………………………Page
Data Collection and Procedures…………………………...Page
Intervention Plan…………………………………………..Page
Conclusion and Recommendations………………………..Page
Annotated Bibliography…………………………………...Page
References…………………………………………………Page
Issues Regarding English as a Second Action Research Proposal 3
Abstract:
The issue of Immersing English as a Second Language and English Language Learners into the general education classroom has caused many concerns to educators, parents and administrators. These factors range from respect for these students economic backgrounds, cultures and beliefs to the teachers not being fully trained to handle these students, schools and teachers not having access to necessary resources to adequately teach these students, the placement of students with various languages in one classroom setting, to finally the curriculum the school or district has adopted is not efficient for the students learning ability. The mainstreaming of students into regular classrooms began with the No Child Left Behind Act of 2001 which states that disadvantage students have the same access and the same quality of education as the rest of the students in the country in which they are receiving their education. This law also provides the foundation for the non-native students entering foreign countries.
Introduction:
References: Allington, R. L. (2011). What At-Risk Readers Need. Educational Leadership, 68(6), 40-45. Brooks, K., & Thurston, L. P. (2010). English Language Learner Academic Engagement and Instructional Grouping Configurations Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008). Educating English language learners: Building teacher capacity Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL Classroom. English Language Teaching, 4(1), 201-208. Nam, J. (2010). Linking research and practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom O 'Byrne, B. (2001). Needed: A compass to navigate the multilingual English classroom. Journal Of Adolescent & Adult Literacy, 44(5), 440 Pernell, E., McIntyre, L., & Bader, L. A. (1985). Mainstreaming a continuing concern for teachers Protheroe, N. (2011).Effective Instruction for English-Language Learners. Principal, 90(3), 26- 29 Sidhu, G., Chan Yuen, F., & Kaur, S. (2010). Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia Varela, E. (2010). Mainstreaming ELLs into Grade-Level Classes. Education Digest, 76(2), 39- 43 Yan, W., Many, J., & Krumenaker, L. (2008). Understanding the Experiences and Needs of Mainstream Teachers of ESL Students: Reflections from a Secondary Social Studies Teacher.