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| Term Paper # 104059 |
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Culture and Language Acquisition, 2008.
This paper examines how language acquisition can be improved by incorporating cultural acquisition into the curriculum.
1,263 words (approx. 5.1 pages), 10 sources, APA, $ 42.95
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Abstract
The paper evaluates the literature on the subject of culture acquisition in the language classroom and its importance. The paper shows how a sociocultural perspective is crucial to the success of language acquisition efforts since learning styles have a cultural component. The paper concludes that encouraging cultural acquisition must stand as an important component in the language classroom.
From the Paper
"Culture plays an important part in any educational setting, though its effects are particularly noticeable in the language classroom. Traditionally language acquisition is simply considered to be a matter of memorizing vocabulary and learning new grammatical structures. But language is much more complex than this, and true proficiency in a language requires a more sophisticated understanding of the underpinnings of the language being taught. In particular, research has repeatedly confirmed that language and culture and intricately linked with one another (Giambo et al., 2006). In order to become proficient in a new language, instructors must take into account cultural considerations when teaching to students of various cultural backgrounds."
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Homesickness and Residential Patterns in International Students, 2008.
An examination of how homesickness affects international students in a higher education setting.
2,886 words (approx. 11.5 pages), 11 sources, APA, $ 85.95
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Abstract
This paper examines international student homesickness in relation to 25 students boarding on campus and 25 living off the campus of Bryant University in Rhode Island. The paper explains that both groups of international students reported the same phenomenon of homesickness as countered by social interaction, as a positive adjustment, as is encouraged by the institution. The paper discusses how questionnaires and informal interviews substantiated research addressing homesickness as a usual aspect of adjusting to higher education away from home.
The paper then looks at what residential circumstances best aid the newly arrived international student towards satisfactory adjustment and school performance. In conclusion, the paper shows that rather than viewing homesickness as a mere problem to be somehow eradicated, homesickness came into view as a normal, predictable aspect of joining a college away from one's home and the greater challenges of completing a degree as it involves far more than simply completing academic or other formal requirements.
Outline:
Abstract
Introduction
Review of Literature
Method
Results
Discussion
Concluding Remarks
From the Paper
"When these recurring, what seemed principal student experiences were raised again in 10 informal interviews after the questionnaire responses had been examined, subjects elaborated on having made more or less positive adjustments to their first-year in a foreign university. However, they also found homesickness was a troublesome as it was unexpected, in terms of its intensity at different times. All interviewees said they had very much looked forward to the adventure of studying abroad, as compared to having come abroad to study in response to the expectations or orders of parents or other family members. It seemed significant that all interviewees reported how they had tried to keep busy and to be engaging with other students, and that they had many distractions from their homesickness in their academic work and other activities. Nevertheless, a degree of homesickness could seem always or usually present."
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The Impact of Language and Culture on Learning, 2008.
This paper examines the ramifications of language and culture on education.
1,024 words (approx. 4.1 pages), 9 sources, APA, $ 36.95
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Abstract
The paper discusses the various strategies that school systems have employed to better integrate native languages and cultures into their curriculum. The paper emphasizes the need for educational systems to develop an integrated learning system which addresses the learning needs and styles of all students rather than just the majority culture.
From the Paper
"The importance of understanding the impact that a student's native language and culture has on his or her ability to learn is critical in the success of the educational program the student is in. Zehler touches upon the importance and complexity of language and culture on educational success when she states that English language learners (ELL) have specific needs: "...they need to build their oral English skills. They also need to acquire reading and writing skills in English. And they must...maintain a learning continuum in the content areas (e.g., mathematics, science, and social studies)"(1994). Thus, educational programs and, indeed, systems must account for not simply for the ELL student's target language acquisition but the ELL student's entire curriculum base."
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Constructivism in the Classroom, 2008.
This paper discusses constructivism in the classroom, a teaching method by which students learn how to learn by doing.
770 words (approx. 3.1 pages), 4 sources, APA, $ 27.95
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Abstract
This paper explains that constructivism, as a teaching method, is an evolving and inquiry-based system, based on utilizing knowledge that students already have to formulate new concepts. The author points out that constructivism appears to have a greater appeal for both students and teachers because learning gained under this method may be retained longer. The paper indicates that the use of constructivism in the classroom changes the role of the teacher from someone who delivers knowledge to students to someone who guides students to opportunities to test the adequacy of their current understandings. The author concludes that, while constructivism has its flaws, it appears to be an excellent teaching method that is appropriate for use in today's modern classroom.
Table of Contents:
What is Constructivism?
The "Pros" of Constructivism
Implications for Classroom Practice
Response to Criticism of Constructivism
Conclusion
From the Paper
"According to Jones and Brader-Araje, application of social constructivist theory is making the classroom a more positive place in which to be. Students are able to collaborate and "challenge each other's perspectives," while being organized in "small group reading areas, mathematics centers, and science stations." The assertion that "middle schools and high schools have moved away from unmovable desks" to flexible seating in the classroom vaguely echoes the arrangements made in Montessori classrooms."
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The Cyberculture Revolution, 2008.
This paper discusses the influences and problems created by the cyberculture revolution.
1,865 words (approx. 7.5 pages), 7 sources, MLA, $ 59.95
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Abstract
This paper explains that a salient feature of cyberculture as a cultural revolution is its sharp turn away from the concrete and tangible to the abstract and intangible. The author points out that, with the cyberculture revolution, the physical environment is no longer a dominant factor in people's livelihoods. Rather, emphasis is now placed on the power of information. The paper further relates that, in education, students are more dependent than ever on computers to accomplish their educational goals; however, educational institutions ironically seem to be lagging behind the Information Age. In addition, the author points out that businesses not only use the information superhighway to make transactions with other businesses and consumers and to exchange information and ideas in such a way that geographic location is no longer a factor, but have also encountered gray areas and contentious issues regarding the security of individuals as well as the integrity of industries.
Table of Contents:
Introduction
Education
Businesses
Society and Future Implications
From the Paper
"While some blame western cultural imperialism as a potential threat to the new ground cyberculture is covering, others are not so concerned. The First Amendment became the haven for most propagators of pornography and hate websites especially threats towards targeted groups. The Communications Decency Act (CDA) of 1996 attempted to thwart "indecent transmissions" and "patently offensive display," using the community as the standard. The problem lied in the variable relativity between communities regarding what was and was not "indecent" or "patently offensive"."
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Reading Pedagogues, 2008.
This paper reviews ten articles that address how pedagogues can best foster strong reading fluency, decoding, holistic, and inferential reading skills in young people.
2,480 words (approx. 9.9 pages), 10 sources, APA, $ 75.95
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Abstract
Through a review of ten articles, this paper looks at the importance of building up "domain knowledge" and prominently features the findings of a National Reading Panel study conducted some years ago that argues (among other things) that vocabulary building, phonemic awareness exercises, systematic phonics instruction, and in-service upgrades for teachers all positively correlate to student achievement.
Table of Contents:
Abstract
Article Summaries
Article Summary One: Teaching children to read
Article Summary Two: The Nature of Effective First-Grade Literacy Instruction
Article Summary Three: The Utility of Phonic Generalizations in the Primary Grades
Article Summary Four: Reading Comprehension Requires Knowledge - of Words and the World
Article Summary Five: What Reading Does for the Mind
Summary Six: The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children
Summary Seven: Teaching Decoding
Summary Eight: One Down and 80,000 to Go
Summary Nine: Teaching Vocabulary: Early, Direct, and Sequential
Summary Ten: Findings and Determinations of the National Reading Panel by Topic Areas
From the Paper
"Theodore Clymer (1963) reports that five types of generalizations have historically been utilized (at least if teacher's manuals are any indication) in teaching children to pronounce words: vowels, consonants, endings, syllabication, and miscellaneous relationships. Eventually, Clymer came up with a list of 45 generalizations or rules for study. These were arrived at by asking whether or not a candidate generalization was sufficiently specific that it could be said to actually assist (or hinder) in the pronunciation of a particular word. Clymer then made up a composite word list of all the words introduced in the four basic series from which the generalizations were drawn - plus words from the Gates Reading Vocabulary for the Primary Grades. On pages 186 and 187 of the study, Clymer outlines the basic approach undertaken to assess the efficacy of the 45 phonic generalizations; this step-by-step approach is rather complicated and cannot be easily described in the space we are allotted. Nonetheless, the study found that many commonplace phonics generalizations are of limited worth; in particular, vowel generalizations are especially unreliable while consonant generalizations are a little better. One thing that complicates Clymer's study is that his success rate for an effective phonics generalization (75 percent or above) is quite high - as he himself acknowledges.
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Job Mobility Trends, 2008.
This paper explains how job mobility has been affected by technological change, education and structural unemployment.
784 words (approx. 3.1 pages), 3 sources, MLA, $ 27.95
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Abstract
The paper shows how job mobility has been significantly affected by technological change, by changes in education patterns, and by structural unemployment. The paper points out that those who plan their careers well in advance and who determine to upgrade their education at every opportunity, stand a better chance of success than others.
From the Paper
"There can be little doubt that technological change has impacted job mobility. On one hand, those who possess the technological skills the marketplace is looking for can expect to be given a bevy of employment opportunities that other workers can only imagine having. At the same time, rapid technological change causes undeniable hardship for men and women who may not possess the technological literacy and skill-sets needed in a workplace that is profoundly more sophisticated (and diversified) than it was even a couple of generations ago."
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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, $ 41.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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Accountability for Education, 2008.
This paper discusses the No Child Left Behind program, arguing its ineffectiveness.
1,253 words (approx. 5.0 pages), 7 sources, MLA, $ 42.95
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Abstract
In this article, the writer discusses that the so-called No Child Left Behind program has been a key educational initiative promoted by the Bush Administration, which claims that the program means accountability, that children are helped by the program, and that the program should in fact be expanded so as to assure that children receive the education they deserve. On the other hand, the writer notes that critics find that the law is ineffective, that the program does not serve the needs of children at all, that what happens is that teaching is changed so everyone teaches to the test so children can pass, that children are not really being educated at all and that the program might work if redesigned. The writer maintains that the evidence does show that the program does more to make schools look good to parents without actually improving education. The writer concludes that teaching to make certain students pass a standardized test does little to educate those children in how to think, and the test only gives political leaders a false belief that they are improving education and accountability when they are only adding a new layer of uncertainty and confusion.
From the Paper
"Critics of the legislation see it as a broad attack on public education in favor of federal control. The irony is that this approach comes from the Republican Party, which has long fought against any federal role in education at all, and in truth, even under the No Child Left Behind Act the party only sees value in federal control if the federal government is controlled by Republicans.
"Criticisms of the No Child Left Behind program come from several different perspectives. One group sees the program as another unfounded federal mandate, and more than 20 states and school districts across the country have objected to the regulations and with the way the program is funded. A survey in 2005 showed that almost half the stets then had testing programs in place for reading and math, but the report also showed that the number of schools cited as needing improvement had doubled over the last year."
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"Learning to Read and Write", 2008.
A review of Frederick Douglass' book, "Learning to Read and Write" and the reasons why knowledge among slaves was feared by slave-owners.
1,020 words (approx. 4.1 pages), 1 source, MLA, $ 36.95
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Abstract
This paper reviews Frederick Douglass' book, "Learning to Read and Write." It specifically discusses his contention that education and slavery were incompatible with one another and argues that knowledge among slaves was feared by slave-owners. In particular, the paper argues that Douglass' contention was correct and that knowledge among slaves was feared by slave-owners almost as much as if a number of loaded weapons had found their way into the possession of slaves.
From the Paper
"Additionally, a historian of the period might immediately apprehend that one of the common arguments raised against educating African-Americans to read and white was that they were "brutes" who lacked the mental capacity to perform anything other than the most menial tasks. With the proliferation of literate African-Americans, however, this argument would become obsolete - if not outright fatuous - and call into question the rigid social and economic structure that bound African Americans to tedious back-breaking labor while someone else sat at a desk in a comfortable professional office and collected a handsome wage."
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Personal Liability from IDEA, 2008.
This article looks at the implications of IDEA with regards to the personal liability of the school administrators involved.
1,189 words (approx. 4.8 pages), 5 sources, MLA, $ 40.95
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Abstract
In this article, the writer notes that the 'Individuals with Disabilities Education Action' (IDEA) was originally enacted as the Education for All Handicapped Children Act. The writer explains that the intent of the law was to support all states and local governments, departments of educations and school boards to meet the individual educational requirements of children with disabilities that before the enactment of this legislation had been either barred from education, or relegated to secondary status in separate facilities that did not attempt to educate these children. The writer points out that there has been significant progress in the educational outcome of these children, as well as significant litigation. The writer concludes that it is unfortunate that the motivating factor for some school administrators is a direct threat to their personal financial well being, however the true beneficiary of these prospective legal actions is the individual student and society at large.
From the Paper
"In Goleta, a student with special needs, Andrew Ordway, was placed in a school, and School District filed suit against the student and the custodial parent, Cynthia Ordway after a California Department of Education Hearing found that the student was denied his rights to a FAPE as provided by IDEA. The hearing found that the student was placed without proper review of the educational options available, and in compliance with IDEA. The custodial parent counter sued and filed against the director of Special Education, Diana Rigby, for persona liability for the costs associated with the proper placement of Andrew. In general, actions by school officials fall under immunity from personally liability due to indemnity of employees by the state in the course and actions of their official duties. The important ramifications of Section 504, conferring constitutionally protected rights of education that enable the placement of personal liability upon state employees if they abuse their authority "under the color of law"."
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