English language--Study and teaching--Foreign speakers

The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.

A review of the literature reveals that many factors are related to the learning of a second language. In order to meet the needs of the large and growing number of Haitian students, it would be beneficial to be able to determine which factors affect Haitian students' acquisition of English. This study uses a Haitian Creole Literacy Test and a questionnaire to determine the relationship of age, age at immigration, years of residence, years of schooling, gender, grade point average, parents' English proficiency, use of English outside school, attitude toward English, and native language literacy on oral proficiency and literacy in English. Correlations, ANOVAs, multiple regressions, and a factor analysis revealed that the factors affecting the English acquisition of the 276 Haitian students in the study were similar to and different from some of those found to affect second language acquisition of other language groups. The differences included the fact that age was not positively related to their L2 proficiency; L1 literacy was only slightly related to L2 reading proficiency and achievement and negatively related to L2 oral proficiency; their age at immigration was not related to L2 reading proficiency and was negatively related to L2 oral proficiency; their mother's L2 proficiency was not related to their academic achievement or L2 reading proficiency; motivation was not related to L1 literacy or L2 oral proficiency; their belief that learning L2 is important was not related to L2 proficiency; and their liking to study English had a negative relationship with L2 oral proficiency and no relationship with L2 literacy or achievement. These findings suggest that the facilitative effect of L1 literacy on L2 proficiency shown by previous studies depends upon the L1 and the value the L1 culture places on literacy. In addition, different factors affect L2 acquisition by different language groups. This fact must be taken into consideration by those who design curriculum and instruction for L2 learners.

The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.