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and institutions can do to address them.

This literature draws on a variety of research to identify factors such as the difficulties ESL learners face in the mainstream classroom, second language literacy issues, adapting curriculum for ESL learners and supporting NESB students with reading and writing issues.

Researchers such as Davison (Davison, 1990, p.15-16) point out that these students are often struggling to decode the actual language or print in a text, struggling to read in English itself – and the added burden of then attempting to cope with the academic demands of the subject English can be overwhelming.

John Clegg also discusses the difficulties faced by these students in his work entitled ‘Mainstreaming ESL – Case Studies in Integrating ESL Students into the Mainstream Curriculum’ (Clegg, 1996). Clegg identifies several key ‘difficulties’ faced by ESL students in the mainstream, which include culture-shock, lack of language ability, the need for ‘translating time’ when responding to spoken tasks and comprehension. Clegg examines the rationale behind mainstreaming, the specific academic needs of ESL students and school policy in this area.

An interesting discussion on school policy and pilot language programmes used in schools with secondary NESB students can be found in a paper by Ruth Penton. (Penton, 2002). In it she expounds the importance of improving the achievement of these students in mainstream classes, and addresses the fact that teacher education and professional development are key issues in achieving this.

Studies into ESL students and their specific needs in the English mainstream classroom have also been undertaken by the likes of Kremel, Berry and Jake in their work ‘Working with ESL students in the Composition Classroom’ (Kremel, Berry & Jake, 2001) and Arkoudis and Tellefson - ‘Text Response and the ESL Student’ (ESL Study Guide, 1994). These researchers examine the needs of NESB students coping with the demands of senior English – in particular focusing on the textual response/critical literacy demands of the English curriculum. Kremel, Berry and Jake highlight the problems many students face with reading and analyzing texts, and look specifically at grammatical issues such as sentence structure, spelling and punctuation. (Kremel, Berry & Jake, p.3-4) Arkoudis and Tellefson highlight the implications for teachers with students experiencing these difficulties, and make suggestions for teachers to implement in their teaching in order to improve the performance of ESL students in their English classes.
 

Much work has been undertaken, given the significance of the issue, on improving the learning experiences of NESB students in mainstream English classrooms. As the “internationalization” of the Australian education system continues to grow, more and more research will be necessary in order to support these students and ensure successful learning experiences in mainstream classrooms.

Suggested Research Approach:

The research study will take place at a Gold Coast Secondary school, in the year 2005. As the researcher (myself) is currently employed at the school in question, and has already sought permission (and been granted verbal assurance) to undertake this type of study, it is assumed that issues of access and implementation of the study will 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。