How Educators Can Meet the Challenge - Annotated Bibliography Example

How Educators Can Meet the Challenge? Annotated Bibliography Thornton, J. G. (2009). Learning English as a second language in South Korea: Perceptions of 2nd year college and university students and their English speaking instructors. The University of Southern Queensland. Retrieved from http://www.asian-efl-journal.com/Thesis/Thesis-Thornton.pdf. This research was directed at canvassing the opinions regarding the learning of foreign language of Korean English instructors and the second year students of English from the South Korean University. The researcher has analyzed their opinions in South Korean context and according to the rules of the Second Language Acquisition (SLA) theory, thus making the study cross-cultural and educational. The research evaluated the perceptions of EFL learning with both the students of second year and their instructors in the South Korean University and also determined some pros and cons of their learning of the second language. The researchers also explored the alignment of perceptions of the teachers and students with the SLA theory and factors in South Korea that might have caused the two to think the way they did. A quantitative survey technique was used to collect the required information along with qualitative interviews. A national university, a private university and a two-year junior college were included in the research from Busan in South Korea. After analyzing the data and drawing comparative analysis, the researchers reached the conclusion that all three kinds of facilities of education prepared students that had same thinking for the acquisition of second language and the results drawn from the instructors were no different either, though the two differed considerably upon particular items of the survey as well as in their responses in combination with the recent findings of SLA theory. These findings would help the researchers provide useful data for the research related to second language in South Korea because the implications look into the content teachers teach and the way they teach as well as the ways in which students learn. The author of this research is the student of Masters of Education of Second Language Learning in the University of Southern Queensland. This research was done as a requirement of receiving the Masters degree. The intended audience of this research is the instructors and students of English language in general and the faculty at the University of Southern Queensland in particular. Students and teachers particularly in South Korea can gain beneficial information from this research. The research may enable the instructors to modify their content and ways of teaching for good so that it may be conducive for better learning on the part of the students. Department of Defense Education Activity. (2007, March). English as a Second Language Program Guide: Planning for English Language Learner Success. Retrieved from http://www.dodea.edu/curriculum/docs/esl/eslprogramGuide0307.pdf. This is an excellent program guide for teaching English as a second language (ESL). The article available online is based on 9 chapters. The article makes a step-by-step approach to design a comprehensive program for teaching ESL. The first chapter offers an overview of the program. The second chapter is based on the process of ESL student identification, the third chapter focuses on instructional program, the fourth chapter discusses system-wide assessment, discussion in the fifth chapter revolves around annual supervision of the progress shown by students, the sixth chapter makes a review of the annual program, the seventh chapter discusses special education in ESL, eight chapter looks into various other school programs and the last chapter offers general information. In the last, the authors have presented certain required and optional forms for the assistance of the audience. This article was written by the Department of Defense Education Activity. The intended audience of this article is teachers of ESL. This publication is meant to guide the teachers and administrators with the process of addressing the educational as well as linguistic requirements of the learners of ESL. The publication identifies such programs which give due consideration to the diverse experiences and backgrounds of the learners of ESL. Hence, teachers of ESL can adopt the program suggested in this publication to enhance their teaching of ESL. Gonzales, R. DLC. (2010). Motivational Orientation in Foreign Language Learning: The Case of Filipino Foreign Language Learners. TESOL Journal. 3: 3-28. Retrieved from http://www.tesol-journal.com/PDF/A1_V3_TESOL.pdf. This research was directed at identifying the degree to which the learners of foreign language are characterized by motivation. The second goal of this research was to compare the motivation level of the foreign language learners in Filipino with the help of the Foreign Language Learning Motivation Questionnaire. The researcher tried to find out if any of several of these variables, namely age, sex, group, and duration of foreign language education could induce variation in the level to which Filipino students were motivated for learning the foreign language. The research hypothesized that the aforementioned variables did influence the level to which the Filipino students were motivated for learning. The researcher collected the data from 150 foreign languages students, 70 of which were males and the remaining were females, from three different colleges in Metro Manila. 34 students were learning Spanish, 40 were learning French, 26 students were learning Chinese language and 50 were learning Japanese language. After the analysis of data, the researcher concluded that the motivation of younger students was oriented along self-satisfaction, cultural integration and understanding. The research found increased motivation among the females as compared to the males in the fields of affiliation, communication and self-efficacy. The motivation of Japanese learners was oriented around economic enhancement and career advancement while the learners of French language were motivated to affiliate with people from other countries. Spanish learners valued self-efficacy. In the end, the research suggested some pedagogical strategies based on his findings for students of respective languages. The author of this research is the student of the University of Santo Tomas Graduate School. Among the sponsors of this research is also the Development Strategies International Consulting, Inc. The intended audience of this research is the students and more importantly, the teachers of Chinese, Japanese, Spanish and French languages as foreign languages in general and the staff of the University of the Development Strategies International Consulting, Inc. and the Santo Tomas Graduate School in particular. The research suggested some extremely useful pedagogical strategies that the teachers of Chinese, Japanese, Spanish and French languages as foreign languages may employ to enhance the motivation of their students for learning the respective languages. Reflection: I chose this topic because I want to build my career in teaching Math or Business. Teaching Mathematics and/or Business courses at the high school level can only be made effective if the students have a fair understanding of the language in which these courses are offered. In most of the advanced countries of the world, education of Math and Business is delivered in the English language, English being the international language. Hence, it is imperative that teachers of Math and Business design their programs in such a way that it becomes easy for the students of ESL to grasp the underlying concepts with minimal inconvenience. This requires the Math and Business teachers to work in close collaboration with the English teachers. The three articles discussed above provide a deep in-sight to the teaching of ESL. The research done by Thornton (2009) showed that students do not vary in their perceptions of the second language in colleges, national or private universities. Hence, the approach made by teachers at the high school level can be carried forward at higher level for continued learning without a change in the pattern of studies when the education is to be delivered in the second language. The research done by Gonzales (2010) showed that the drivers of motivation differ between the learners of different languages. Learners of one language differ in their motivational orientations as compared to the learners of other languages. The teachers need to find out the particular factors that serve as motivation drivers for the students of ESL. Factors established at the high school level can help in the studies of college and university level because they remain unchanged. The teaching program proposed by the Department of Defense Education Activity (2007) is very useful for the high school teachers. I resonate with this publication more than the other two articles because this publication provides me with the complete guide for designing and implementing an ESL based program. Read More