Each year thousands of students with limited English proficiency enter international schools around the world. This enrollment brings the challenge of meeting students’ educational needs in such a way that students gain a working knowledge of the English language and are able to use that knowledge in other academic and social settings. The process of learning English as a second or third language puts challenges in front of the student, including varied levels of anxiety in particular learning situations as well as how to individually cope with learning the language. The author resolves those challenges by questioning students in elementary, middle and high school grades about their personal anxiety levels and the strategies they use to help get over barriers to their language learning. Male and female students show increased levels of anxiety when in mainstream classes, due to factors such as being called upon by teachers and having to respond orally to questions or in presentations. How they cope is much different however, with males focusing on improving academic English and females developing strategies to assimilate themselves into English speaking cultural and gender-based situations. The recommendations for educators from this research include developing additional teaching and learning strategies for students, working collaboratively with other practitioners, developing peer work groups, and utilizing more technology in the learning environment.
|Commitee:||Flood, Dennis, Irby, Beverly J.|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 72/02, Dissertation Abstracts International|
|Subjects:||Linguistics, English as a Second Language, Educational psychology|
|Keywords:||Anxiety, ELL, English, English language learners, International, International school, Language, Students|
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