Literature Review on "Lack of Motivation Amongst Esol Students"

Literature Review 4 pages (1239 words) Sources: 5

[EXCERPT] . . . .

Motivation to Read amongst ESOL Students

Discuss the cause of the problem.

According to Ernst-Slavit, Moore and Maloneya (2002), there are about three million language minority students attending school in the United States who are in the process of learning English as a Second Language (ESOL). In addition, about 42% of all public school classes have at least one ESOL student (Ernst-Slavit et al., 2002). Many ESOL students may be quite different from other learners with respect to their background, skills, and past experiences; in addition, some ESOL students may have attended school on a regular basis prior to arriving in the U.S., providing them with the literacy skills and content knowledge they need to study other languages (Ernst-Slavit et al., 2002). By sharp contrast, other ESOL learners may lack even basic literacy skills, making the need for individualized services all the more important. Therefore, it is important for most educators to have a working knowledge of ESOL principles and current best practice models.

B.

Describe the instructional context in which your research would take place.

The instruction context of the research envisioned herein would take place in a primary public school ESOL classroom setting.

C.

Develop three questions related to the problem that you would like to answer or explore through your research.

1. What are some of the common problems and constraints to teaching ESOL students today?

2. What are the most effective methods for introducing new ESOL students to English?

<br />

3. How can ESOL educators motivate their students to read more?

D.

Select one of the questions identified in part C ("How can ESOL educators motivate their students to read more?") and complete a literature search by doing the following:

1.

List seven key words that are representative of the problem to guide your information search.

a) Vocabulary

b) ESOL

c) Motivate/Motivation

d) Reading

e) Comprehension

f) Classroom

g) Strategies

2.

List two resources that you will use to find your information.

a) Questia.

b) EBSCO Host.

3.

List two additional key words or source searches you added to retrieve more results after your initial search.

"Lack of motivation"

"Vocabulary instruction"

4.

Identify which key words yielded the most useful searches. The results of this step are presented in Table 1 below.

Table 1

Search Results: Questia vs. EBSCO (Peer-Reviewed Sources Only)

Questia

EBSCO

Various permutations of key word searches resulting in relevant sources

18

15

E.

Develop an annotated bibliography for five sources identified in your search. Do the following for each source:

Ernest-Slavit, G., Moore, M. & Maloney, C. (2002)..Changing lives: Teaching English and literature to ESL Students to enhance learning for ESL students. Journal of Adolescent & Adult Literacy, 46(2), 116-118.

Description of the focus of the source

Primarily for ESOL practitioners in general, but particularly useful for novice teachers concerning strategies that enhance the learning process for English as a Second Language students in secondary classrooms.

Usefulness of the source

The study by Ernst-Slavit et al. was deemed highly useful for many busy ESOL educators who may be faced with providing individualized services to just a handful or even a single ESOL student in their classroom. Indeed, their step-by-step presentation concerning the predictable phases of vocabulary acquisition over time underscores the fact that fluency-building is an iterative process that continually builds on what vocabulary has been learned before.

Limitations of the source

Authors emphasize that it is important to recognize the different ESOL students will have a unique skill set that will both constraint their ability to learn English, as well as facilitate its acquisition, making the need to focus on the students' strengths an essential component of the ESOL curriculum.

Description of the intended audience

Primary school ESOL educators.… READ MORE

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