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uthors summarized nine principles which came from the excellent work of educators and researchers in the areas of second language acquisition etc., and the nine principles brought readers theoretical and pedagogical perspectives on stimulative or inhibitive factors combined with ESL students’ English learning. Fifth, the authors used an example of educational programs for ESL students in the United States. Therefore the comparison of two major categories of program models, bilingual and ESL, was clear at a glance. Sixth, two paragraphs of an ESL student, Ana’s essay which narrated her developing sense of English reading study were used by authors. Through it, the following analysis about the four stages of language development was strengthened for readers. 

Weaknesses of the article
First, it would be better if the authors pointed out Ana was an ESL student at the beginning of the article. In the first paragraph of the introduction, the authors discussed the developing process and difficulties of Ana’s learning English reading and teachers’ attitudes, but did not mention the specific factor that the student was an ESL student. Therefore the citation and the discussion were not intelligible enough for readers to understand and readers remained puzzled at the beginning of the article. Second, the authors collected a great deal of population statistics data about the ESL students and the ESL students’ proportion data in the secondary schools in the United States, however the statements about the data comparison were not intuitionistic enough to read. ‘A good diagram, flowchart or graph can present information quickly that would take ten sentences to explain’ (Halligan, 2004), i.e. the census data of ESL students in different years could be illustrated by diagrams to make comparison, so that the obvious significant ESL students’ portion would arouse the reader’s recognition and pay attention to the pedagogics on ESL students’ group education. Third, the authors introduced the difference of students’ and teachers’ opinions about the language proficiency after the discussion of everyday and academic language. The authors gave readers a question that maybe students would tell us something through the result. Actually many linguistic researchers have debated upon the definitions of the language proficiency for a long time. ‘The complexity of language and the lack of consensus as to the exact nature of language proficiency is critical for one fundamental reason. Each language proficiency test should be based on a defensible model or definition of language proficiency. The question then becomes, which definition language proficiency tests have been developed based on a plethora of definitions and theories’ (Vecchio and Guerrero). Forth, there are nine incisive principles which are summarized by the authors based on the work of educators and researchers in the areas of language and literacy learning. As there is only a brief explanation of each principle, the references of the principles may be put at each end of it. It is not only persuasive but also more convenient for readers to check and study the principles further if they want. Wherein the narration of the nine principles, few examples are used by authors. As a reader, I prefer theories explained with interesting examples. The principle, the student’s first language plays an essential role in the acquisition of a second language, may be deducted by an example, such as ‘the 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。