Language Barriers: Tools and strategies teachers need to use to help Hispanics students

By

[Name of Instructor]

ACKNOWLEDGEMENT

I would like to express my deepest gratitude for my research supervisor, fellow students, peers, interview respondents from Franklin High School and my family members whose enormous and endless support has been a source of constant inspiration and guidance throughout the completion of this thesis.

DECLARATION

I [your full first name and surname], declare that this thesis and its entire content and research responses is the result of my individual unaided effort, and no part of this thesis has been submitted or published before. This thesis reflects my individual opinion in terms of the findings of the research on the topic of my thesis, and does not necessarily reflect the opinion of my college.

Signature:

Dated:

ABSTRACT

In this thesis, I tried to explore the tools and strategies used by teachers to help Hispanic ELL students in learning or improving their ESL skills. The research also analyzed the process of learning foreign languages, the strategies to learn ESL and significance of learning ESL in order to achieve results for creating an effective model for teachers to teach English writing to Hispanic students. Education is highly valued by Spanish-speaking people and most Hispanic parents report a strong desire for their children to maintain their native language while also learning English. However, Hispanic students learning ESL skills face a lot of problems in their communication. The research examined Hispanic students' language barrier and how that affects them academically. In order to fully comprehend any subject, students must know the language; The language barrier can lead to dropping out of school, and dropping out may result in no opportunity to pursue higher education. Therefore, the solutions to this problem have also been presented in the paper. The research comprised of a qualitative approach, in which, the research is conducted by reviewing literature from academic literature resources and also by conducting formal interviews and observations in Franklin High School with teachers and the principal. This research is solely conducted for study purpose, and no inducements were offered to the participants of the results.

CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 01 INTRODUCTION9

1.1Statement of the Problem10

1.2Research Question10

1.3Background11

1.4Explanation of Terminology11

1.5Purpose of the study13

1.6Organization of Thesis13

CHAPTER 02 LITERATURE REVIEW15

2.1Learning Foreign Language15

2.2Learning Strategies for L216

2.3Closing the Achievement Gap18

2.4Significance of Learning ESL19

2.5Overview of Prior Research for Helping Hispanic Students in Learning ESL19

2.6Responsibilities of an ESL Teacher21

CHAPTER 03 METHODOLOGY24

3. 1Research Design24

3. 2Qualitative Research25

3. 3Research Method and Design Appropriateness25

3. 4Assessment Tool26

3. 5Interview Data Collection27

3. 6Data Analysis27

3. 7Informed Consent27

3. 8Confidentiality28

3. 9Ethical Considerations28

CHAPTER 04: DISCUSSION AND ANALYSIS29

4.1Interview Survey Analysis30

4.2Observation Analysis38

CHAPTER 05: CONCLUSIONS AND RECOMMENDATIONS40

5.1Recommendations for Further Research41

5.2Limitations of the Study41

5.3Implications and Solutions42

LIST OF TABLES

Table 1: Gender of interview respondents21

Table 2: Teaching experience of interview respondents22

Table 3: Teachers' perceptions for importance of learning ESL24

Table 4: Comfort level of writing or speaking in English of Hispanic students26

LIST OF FIGURES

Figure 1: Gender of the interview respondents22

Figure 2: Teaching experience of interview respondents23

Figure 3: Teachers' perceptions for importance of learning ESL24

Figure 4: Comfort level of writing or speaking in English of Hispanic students26

CHAPTER 01 INTRODUCTION

The theis ...