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EDUC – 6727 Applying Research to Practice Walden University(USE AS GUIDE ONLY)
Applying Research to Practice
EDUC – 6727:Strategies for Teaching English as a Second Language
Applying Research to Practice
According to United Nations Children’s Fund(UNICEF, 2013),the regulareducation
systemon St. Maarten has limited absorption capacity for immigrant children whose native
language is other than English or Dutch; as the human capacity and infrastructure necessary to
insert these children into the school system do not exist (p. 49). Hence, it is no surprise that
elementary schools that offer Dutch as a first language and English as a second language on St.
Maarten since 1980still practice the “hold –back” approach. The main reason for applying this
approach was the assumption that students will learn the Dutch language as their first language
best through intensive instruction. As a result of this mastery in Dutch, it can have a systematic
influence on the learning of English introduced later in grades two. Lastly and most importantly,
the reason for employing the hold back approach is based largely on the premise that children
from non-majority language homes and cultural backgrounds must be given a strong base in one
language before receiving instruction in their other language. The fear of a child’s home
language influencing the full acquisition of the majority language is the main point of contention
to this approach(Petitto, 2009, p. 2). Also, my school has been struggling to improve the Dutch
language passing grade at the Foundation Base Exit examination (FBE) for all studentsleaving
primary school. This assessment indicateda great need forthe introduction of strategies to
enhance students’ performance in the Dutch language(school results of FBE examination, 2012-
However, with the introduction of English as a second language in grade two for forty-
five minutes daily, theemphasis is on the importance of listening skills and the use of oral
English language, while from third grade up, the six main skills in Language arts are the primary
focus for assessment. For instance, fluency inlistening, speaking, basic grammar and beginning
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