Research Topics: Sample Dissertation Introduction

DRAFT INTRODUCTION TO DISSERTATION

DRAFT INTRODUCTION TO DISSERTATION     Research Questions   The oil and gas industry faces many criticisms when it comes to health and safety of its employees. This is due to the numerous activities within the industry that include chemical use for various processes (1990). These include: drilling, cementing, completion, stimulation, and production (1990). The occupational hazards of exposure to these agents have received little attention, as well as the types of health and safety strategies that firms implement. Thus, this study will identify descriptively the occupational safety and health issues in the oil and gas industry and the policies that companies use.               The study will try to answer the following questions:   1.                  What are the health and safety issues in the oil and gas industry? 2.                  What are the health and safety policies that oil and gas companies implement? 3.                  What are the challenges that oil and gas companies face in the prevention of hazards and accidents? 4.                  What can be recommended to improve the health and safety practices in the oil and gas industry?   There are various health and safety issues in the oil and gas sector. The Health and Safety Executive even fail to specify every safety and health concerns because of the diversity of the industry. In the HSE website, there are guidance on minor issues such as personnel transfer basket, interaction between utility systems connection, and many others (HSE, 2006); and major issues such as moving helidecks, examination of passenger lifts, examination of offshore cranes, safety installations of unearthed electrical distribution systems, and many others (HSE, 2006). Even though such issues are mentioned and discussed, there are many other safety and health issues that were not thoroughly discussed in the website. This study will try to verify the list of safety and health issues in the oil and gas sector by interviewing managers and staffs of HSE and the Department of Trade and Industry, Oil and Gas sector.   Companies are the ones that experience health and safety problems and the ones that implement health and safety measures. The HSE and the DTI only provide the guides. Thus, by exploring the safety and health measures of oil and gas companies, and the issues they usually experience, a descriptive framework of their experiences can be documented and analyzed – basically to determine if such issues are being given importance by the HSE and the DTI.   Research Goals                 This study will try to achieve the following research goals: 1.                  To be able to acquire as many publications about safety and health issues and measures in the oil and gas industry, not just in UK, but also in other countries. 2.                  To interview and survey head and staffs of HSE and DTI oil and gas industry. 3.                  To study the data collected from literatures and the respondents and look for relationships that are important in the study’s issue. Research Plan and Methodology               The first month will be dedicated on the knowing more about the problem of the research. This will be followed an in-depth literature search on the internet and local libraries. Literature search will continue for as long as four months. The three among those four months will also be dedicated in knowing more about the research design and methods chosen for the study. The following months will be dedicated in data collection. A letter of permission to conduct research will be submitted to HSE and DTI. Several oil and gas companies in the UK will also be chosen for interviews and surveys. Data analysis will soon follow. The data will be analyzed both qualitatively and quantitatively. Quantitative testing is for the data collected from oil and gas companies, basically to find out the statistical prevalence of health and safety issues, and the prevalence of measures they apply.             Multi-method is the chosen means of conducting this research so that data collection can be flexible and the topic will be better explained and elaborated.   Overview of the Dissertation                 The dissertation will have 5 chapters. The first chapter will introduce the problems of the study, aims and objectives, as well as the methodology used. Then, the second chapter will deal with providing the details about the basic variables of the study. Here, the oil and gas industry in the UK will be explored. The rules and regulations on safety and health in the oil and gas sector will also be discussed as well as the different issues and measures that oil and gas companies face and apply. The third chapter will present the data collected from the HSE and the DTI. Each data will be followed by discussions guided by references from related literatures. Then, the fourth chapter will present and discuss the data collected from the selected oil and gas companies in the UK. This will include the presentation of qualitative and quantitative data acquired, and discussions on each of them. Finally, chapter 5 will present the conclusion of the study, as well as the recommendations.   Expected Results                 The study expects to find several barriers in implementing health and safety measures in oil and gas companies, such as employee participation, and lack of specific safety and health issue descriptions. The study also expects to find many companies failing to meet the guidelines and procedures recommended by HSE and DTI.           Credit:ivythesis.typepad.com

DRAFT INTRODUCTION TO DISSERTATION

DRAFT INTRODUCTION TO DISSERTATION Research Questions The oil and gas industry faces many criticisms when it comes to health an...

Example_Queensland with Data

Introduction The number of fatalities recorded on Queensland roads last year, 2006, was the highest recorded in the last 7 years. This is most concerning taking into account the personal and economic impacts of road fatalities, and the amount of resources invested in road safety campaigns, driver education, policing, road improvement and car design. The Australian Transport Safety Bureau (ATSB) has provided two datasets containing information on road fatalities in Queensland. The first contains information about the 2,201 fatalities that occurred on Queensland roads between the 1 January and 30 September 2006, including age, gender, user type and speed limit of the road where the fatality occurred. The second provides annual data on the number of road fatalities and registered vehicles in Queensland from 1950 to 2002 along with historical information on major ‘road safety’ legislation. It is imperative the information provided be considered in detail to determine whether particular groups may be at greater risk when legislating new regulations, with particular concern for our younger drivers. Upon receipt of this information the datasets have been analysed, information is reported below with regards to the distribution of the age of fatalities and the effect of different variables. Also provided are findings in relation to the number of fatalities over time and the impact of ‘road safety’ legislation and the increased number of vehicles on Queensland roads.     Distribution of Age of Fatalities A significantly high number of Queenslanders in their late teens to late twenties were killed on the roads in 2006, 41% of all fatalities fell into this age bracket (table 1). The most common age of fatalities was 18; with 536 fatalities occurring among people aged between 16 and 23 (figure 1). It is in this age group people are first permitted to acquire licences to operate a motor vehicle on the road. The trend continually decreases after this ‘spike’ in fatalities. Age Relative Frequency 0-7 2.86% 8-15 4.00% 16-23 24.35% 24-31 16.40% 32-39 13.72% 40-47 9.90% 48-55 8.13% 56-63 6.00% 64-71 4.86% 72-79 4.82% 80-87 3.73% >87 1.23%                       Table 1: Relative frequency of fatalities   Figure 1: Distribution of age of fatalities     While this information may suggest younger members of community are at greater risk on Queensland’s roads it is important to consider how other varying factors relate to these figures[1].     Relationship Between Age and User Type Particular types of users on the roads are more vulnerable at certain ages. The data shows that regardless of user type the age bracket of late teens to late twenties tends to be a high risk area (figure 2). The exception to this is amongst motorcycle riders where the trend evens out, this may be due to an increasing number of middle aged people riding motorcycles; possibly a result of mid life crises among middle aged men. This even trend is also evident amongst bicyclists. Reasons for this would need to be explored in greater depth. Figure 2: Frequency of age of fatalities of user types (the numbers in each series of each column represent the actual number of fatalities)   The greater number of pedestrian fatalities aged 16 to 31 may possibly be related to alcohol consumption and leaving licensed premises at all hours of the night; further research would be required here.  The data also displays a high fatality rate of 16 to 23 year old drivers and passengers. While inexperience may explain higher fatality rates among drivers it does provide any insight regarding passengers. It may be necessary to obtain information on the age of the driver for fatalities among passengers to gain a full understanding.   Relationship Between Age and Gender Across every age group, fatalities among males are consistently higher than females; this is shown clearly in table 2 and figure 3. The reason for this may need to be considered in more detail although this could suggest a target audience for future road safety campaigns and driver education.   Age % Female % Male # Fatalities 0-7 44% 56% 63 8-15 38% 63% 88 16-23 24% 76% 536 24-31 15% 85% 361 32-39 19% 81% 302 40-47 31% 69% 218 48-55 27% 73% 179 56-63 35% 65% 132 64-71 36% 64% 107 72-79 39% 61% 106 80-87 35% 65% 82 >87 37% 63% 27 Total 26% 74% 2201 Table 2: Relative frequency of fatalities by gender in relation to age   Figure 3: Relationship between age of fatalities and their gender   Relationship Between Age and Speed Limit[2] Figure 4 shows that the two grouped speed zones of 60/70 and 100/110 consistently related to higher fatalities than the other speed zones. These two speed zones tend to be areas of greater traffic density which may explain the higher fatality rates; also an impact at these speeds will of course be more fatal. The data also displays fatalities aged 16 to 23 were greater across all speed zones, this being particularly noticeable in the higher speed zones ; there is also a secondary spike in speed zone 60/70 in people aged 70 to 85[3]. The speed zone 40/50 has significantly less fatalities, this is most likely due to these areas being school zones and suburban areas where people tend to take more care and shorter stopping distances at these speeds. In making inferences from this data it must also be noted that these are only the speed zones where the incident occurred and not the actual speeds of vehicles involved.     Figure 4: Relationship between speed zones (km/h) and age of fatalities     Fatalities from 1950 to 2002 and Effects of Major ‘Road Safety’ Legislation When analysing the data in figure 5 in its entirety there appears to be almost no relationship, this is due a trend in the data increasing from the 1950’s to the early ‘70s, where the trend begins to decrease. A correlation between the number of registered vehicles and number of fatalities from 1950 to 1973 shows that there is a very strong positive relationship, and from 1973 until 2002 an almost equal negative relationship, despite the continual increase in registered vehicles. It was in 1973 compulsory wearing of seatbelts and helmets was first legislated and it would appear this has greatly reduced the relative number of deaths on Queensland roads. It is not practical to correlate the data around other laws as the data will be merely reflect the strong reverse in trend resulting from the aforementioned piece of legislation. Although it is noticeable in 1988 that there is an increase in fatalities; it was in this year that random breath testing was introduced in Queensland which may indicate the subsequent decrease although this is not definitive. Figure 5: distribution of fatalities from 1950 to 2002     Conclusion and Recommendations Analysis of the data provided clearly shows the risk among people in their late teens to late twenties on Queensland roads. This particular age group provides consistently high fatalities almost regardless of user type, gender and speed limit. In creating new legislation and implementing road safety campaigns particular consideration should be taken regarding this age group. The data has also displayed that males are generally higher risk than females. Further research needs to be taken regarding the age of the drivers in incidents involving passengers and legislation possibly directed at preventing fatalities amongst this particular user type. It appears that Victoria is generally a leading authority for road safety legislation in Australia and it may be beneficial to review and enact Victorian laws not yet in place in Queensland. Motorcycle safety and awareness and the reasons for the steady number of fatalities across all age groups needs to be reviewed and further investigations are recommended. Ultimately Queensland has shown through the media and legislation its commitment to preserving human life on its roads and the results in this report alongside further investigation should be take into consideration to support and advance changes in policies.     Credit:ivythesis.typepad.com

Example_Queensland with Data

Introduction The number of fatalities recorded on Queensland roads last year, 2006, was the highest recorded in the las...

Introduction

Synopsis   Title: An analysis of International Market Expansion of Taiwanese Designer Brands Compared with Intercalation Expansion of a Western Brand.   1.0 Introduction: After years and years of improvement and development, fashion is already became a important factor on our society today. Follow by the wave of globalization, fashion companies to target their brands onto the international market is for definite. “An international perspective on marketing management is critical in the contemporary era of global competition.”(2001).International market is attractive to every single designer, so in the past few years, the number of Taiwanese designer left their Taiwan to another country is getting more and more. But the successful rate is extremely low! Reviewed on the successful enterprises, we can see that their products are mainly concentrating on the design and quality such as Gucci, LV, Prada ……etc. This brand not only a big player on the international fashion stage, their design also changes the fashion trend on today’s society as well. But how could they manage to do that? How can these brands give such a big effect to the society? These interested to the researchers and new comers. By looking at their business strategy of the successful enterprises, following their detail and idea, researchers and new comers are trying to following the same way along with these successful enterprises to step onto the international fashion stage. Turning to Taiwanese companies, we found out these business strategies of the successful enterprises does not actually works for everyone, but why? In this study, I am going to investigate this factor by comparing the business plan of two most successful enterprises from the international market and two un-successful companies from Taiwanese market. And then by taking their advantage and avoiding their disadvantage to found out the main steps to the international fashion market. 1.1            Investigation background and motivation: The most successful brands on the fashion market today are normally historic brands, they took years and years gain the experience to able to build these image. “Movements are always challenged by counter movements; the familiar and the alien crop up, form a scenario, and together contribute to the drama of the twentieth century.” (2005),  ( 1999). Their images are mostly depended on the year that the enterprise established. And these could be separated in FOUR generation ( 2005;  2006). Enterprise established in different generation, their designing idea and business strategy would be different. The following four generation stated that establishment of different brand and the different effects to these companies, respectively. l   Hundred Years Brand (1800-1899) : The brands which established in this generation, their clothes are mostly individually make to individual customer. The main material would be leather; their clothes were mainly hand made with traditional skill. The main market at this time is normally noble or rich man (2002). This traditional hand made skill, cutting and design are directly effect the image of the companies which established at this generation, because there products are mainly concentrate on cutting, their design are more mature and luxury. But at this time companies still hadn’t formed their own brand yet, so each product they made was independent. l   Historic Brand (1900-1960): 1900-1960 is a very important revolution in fashion history, manufactures started more creative on the design of their clothes. To be standing out at this generation, companies had to create their own product line which called ‘BRAND’, and they were more concentrated on ‘creative design and new era outline’ which called ‘INNOVATION’(2006). For example: In year 1910, CoCo Chanel brought in a new “ideas, experiments, and Clean outs.” The owner and designer of CoCo Chanel “ruthlessly discarded everything which she considered superfluous in order to expose the substance of a garment that modern women could wear.”(2005) In year 1947, Christian Dior brought in ‘New Look’. According to Datamonitor business informationa center stated, “Christian Dior’s success is guaranteed when he ‘propositions’ women with fashions that they cannot refuse. Following years of austere fashion, he presents tightly fitted bodices with are difficult to move in, long, full skirts-or pencil-slim ones-which are utterly unsuitable for work, and accessories that have no function. Dior states simply. “I wanted to make women beautiful again.” And Mary Quant invented “MINI SKIRT”( 2006)……etc. All this new ideas brought fashion market into a new generation. At this time, enterprise were normally operation by designers them or family business. l   Trendy Brand (1961-1989): Designer clothes at this generation, their design were mostly related to their own country’s living style. For example; Ralph Lauren represents America, Dolce & Gabanna represents Palermo, and Vivienne Westwood represents UK Punk. In Asia, we has Yohji Yamanoto to represents Far East (2005). Because such of a big competition between brands to brands, most of the companies already targeted their business onto the international market. But to lead them into this procedure, they need a massive amount of investment, and a really complicated retail management system. So designers need to work with a good management system together to able to bring their product to next level. l   Global Brand (1980-2002): Since early 90’S, because of the wind of globalization, companies not just looking to expand their business onto the international market, a globalization management system are for definite. So to operating an international brand with designers and management system just not enough, it also needs more investment to able to bring them to globalization, to do that the company must needs a financial support from another enterprise. With this support, to operating their brands on the international market would be a successful target.   Figure1.1 International Fashion Brand History Background Established Years Terms of Brand Represent Brand Manage Method 1800-1899 Hundred years Brand Hermes, Loewe, Bally, Louis Vuittons, Burberry, Cerruti 1881,Kent& Curwen, Alfred Dunhill Manage only by designer. 1900-1960 Historic Brand Chanel, Trussadi, Prada, Salvatore Ferragamo, Lavin, Balenciga, Charles Jourdan, Gucci, Hugo Boss, Fendi, Nina Ricci, Coach Christian Dior, Celine, Emilio, Pucci, Pierre Cardin, MaxMara, Chloe, Givenchy, Missoni, Krizia, Valentino, Yves Saint Laurent Manage by designer or family business 1961-1989 Trendy Brand Ralph Lauren, Calvin Klein, Comme des Garcons, Emanuel Ungaro, Helmut Lang, Sonia Rykiel, Alaia, Bill Blass, Issey Miyaky, Yohji Yamanoto, Karl Lagerfeld, Giorgio Armani, Jil Sander, Katharine Hamnett, Escada, Jean Paul Gualtier, Kenzo, Blumarine, Joan& David, Gianni Versace, Gianfranco Ferre, Paul Smith, Romeo Gigli, Vivienne Westwood, Dolce & Gabanna, Kenneth Cole, Moschino, Donna Karan, Tommy Hilfiger, Ann Demenulemeester, Dries Van Norten, Christian Lacroix, Martin Margiela, BCBG Manage by designer and brand manager. 1980-2006 Global Brand Include above International fashion brand and the new designer brand such as: Alexander McQueen, Victor & Rolf, Junya Watanabe, Hussein Chalayan, Jeremy Scott, Julien MacDonald, Veronique Branquinho, Emma Cook, Stella MaCartney. Manage by designer, brand manager and financial corporate organization or companies.     Reviewing on the Taiwanese market, Taiwanese designers established their own brand since early 80’S. In the study by  (2000) described the early Taiwanese fashion business environment in “Fashion shop management”, ‘At 1950-1960 the fashion market had no development space at all, since the ministry of economic affair and political was still unsettled at this time. But from early 70’S, following the development of the financial market, Taiwanese resident started looking for better quality of live, which directly effected the demand on the fashion market.  Taiwanese fashion companies started to import different fashion products from another country to satisfy their needs. And because of this sudden high volume of market demand, and the potential of the Taiwanese fashion market, foreign enterprise resulted in an idea to establish their own brand. Early 80’S, following the successful of the “Brand” idea, Taiwanese designers invested their own production line and established their own brands as well.’ Speak of Taiwanese domestic designers; the earlier designers who established their brand in Taiwan fashion market were (1980), (1982) and (1978), then, young generation fashion designers were Kevin Lee, Isabelle Wen and Jamei-Chen. Due to the influence for globalization, some of Taiwanese domestic designers try to emerged their market in to worldwide, however, viewing the operation of international fashion brands, the domestic designer brands still have many ways need to improve and learn from outstanding international brands.     Figure 1.2 the Situation of Taiwan’s Designer Brand onto International Market Brand Established year First Emerging Market Presentative Situation Shiatzy Chen 1978 Paris, 1991 First specialist shop open on 2001 Lufong Chih 1982 Shang-hai, 1993 Close the shop and return to Taiwan Sofhie Hong 1985 Paris, 1996 Developing Jamei-Chen 1987 New York, 1995 Close the shop and return to Taiwan Source from :   (Two Case Studies form above Brands in Detail would be Work on Dissertation) Literature Review can focus on the Country of origin Perceptions and relate to Brand Perceptions and Brand image.   Look over the figure of Taiwanese Designer operation analysis above, we can discover that the domestic designer brand still not fully-develop their best strategies to entry to the international market. Hence, by investigating their operation methods and logistic from the successful international fashion designer brands separately, we can find out, how the way that they manage the global brand and success elements of marketing rules to help them emerge their market into the other country. This study is aimed to provide the fashion businesses by analyzing and comparing the brand operation strategies among different fashion brands in order to improve the competitive strengths of Taiwanese fashion brands in their international development. Aim: 1.          Analysis and study the ideal entry mode to the international marketplace 2.          Find out the most effective reasons to the fashion brand during the internationalization and the most effective entry mode. 3.          Find out the focus points and differences on various strategies from the global brands. And the differences of those strategies on different entry modes.   4.          Understand how international fashion brands adapted themselves to the “globalization” and “localization” issues in transnational operation? As these results can show the best companies strategies into different international market, it’s also reveal the main factors for those successful international brands manage their brand into worldwide. Moreover, the relevant suggestions are provided to fashion business by analyzing and comparing the brand operation strategies among different fashion brands in order to improve the competitive strengths of Taiwanese fashion business step onto international market.       Objective: 1.      Discuss the different strategies from two foreign companies and two Taiwanese companies. 2.      Compare the differences between these strategies, the advantage and disadvantage. 3.      Discuss for definition, function and authority about Brand and what the Fashion Brand means to nowadays peoples by Literature review. 4.      Discuss the strategies of the internationalization. 5.      Discuss the operation differences between these brands.   Methodology 1.            Understand and find out the information of each of the four luxury brand in this study. This information could be found out from their website, annual report or relative magazine interview. 2.            By looking at the annual ranking of the global brand, and compare their up and down, and changes on the business strategy, to find out the advantage and disadvantage on this changes. 3.            Interview with the market manager of these brands, to find out their business strategy. And interview with their branch manager, to find out the market reaction. By comparing this two, I can find out the efficiency of their strategy. 4.            Carry out a questionnaire research, to find out the market response and marketplace of these brands. Compare this questionnaire to their business strategy to find out the effective rate of their strategies. 5.            Compare their strategies and their marketplace to understand the advantage and disadvantage of their strategies, then by taking the advantage and avoiding the disadvantage and concluding the result of the investigation above, to form another basic strategy for the entry mode to the globalization of the fashion market. 6.            Send out the strategy to another companies, collect their advice and idea to test the accuracy of this study.               Credit:ivythesis.typepad.com

Introduction

Synopsis Title: An analysis of International Market Expansion of Taiwanese Designer Brands Compared with Intercalation Expansion of a W...

The Bilingual Education Debate: The Case for a Sheltered English Immersion Program

The Bilingual Education Debate: The Case for a Sheltered English Immersion Program   Abstract               The teaching of English to immigrants or English students of other languages sparked the debate on the best strategy that should be adopted in order that the ESL students learn the language effectively and quickly. The literature shows that the approaches had ranged from Transitional Models, Maintenance Model, and Enrichment Models. Subsequently, these models had proposed varying approaches such as early-exit transitional bilingual education, late-exit transitional bilingual education, English as a second language pull-out, one-year structured English immersion, two-way or dual-language models and other approaches in development or maintenance approach. This essay argues that the Sheltered English Immersion Program best exemplifies the goal of teaching ESL and immigrants on the English language for five reasons: (1) immersion programs proposes the idea that learning a language is best at a young age; (2) the role of the parents are revitalized in educating their children; (3) it improves academic achievement without damaging the structure of the public schools; (4) it is not anti-immigrant; and (5) it provides an equal opportunity for all children. Thus, while other strategies may prove to be effective in teaching English, the Sheltered English Immersion Program is best and more effective than the others.   Introduction Research in bilingual education has made an important impact on bilingual curricula and teaching practices. Unlike many other domains of educational research, research on bilingualism and bilingual education has impacted practitioners, forging a spirit of inclusion and promoting discussion between researchers and teachers. The intense in-service activity of the first decades of federally funded bilingual programs was underway as the field was building theories. In general, research studies do not support the claim that immigrants resist learning English. Most studies show that immigrants do want to learn English when they arrive in the United States (Suarez-Orozco and Suarez-Orozco,1995). For example, research by Portes and Rumbault (1996) on children of immigrants found that the majority of them knew English and that the children who maintained both languages had higher self-esteem, higher educational aspirations, and higher test scores in both English and Math in junior high school. Given that second language learners and English students of other languages confirms their need to study and learn the English language, the debate is elevated on the strategies that can best address the needs of the ESL students. The debate in the literature centered around several approaches and programs. This article argues that the Sheltered English Immersion Program remains to be the most effective strategy in teaching English to non-native speakers.   Searching for the Best Approach: The Debate   A review of the research literature finds a number of different bilingual education program models (Brisk, 1998; Moran and Hakuta,1995; Roberts, 1995). Simply put, how a school district interprets the purpose of bilingual education determines the structure of their bilingual education programs. Roberts (1995) classifies the various bilingual education programs into three categories: Transitional Models, Maintenance Model, and Enrichment Models. The purpose of transitional models is to teach students English as quickly as possible and once students have learned English, usually within a specific time limit, to ensure that students are exited or mainstreamed into regular English-only classes. Transitional bilingual education programs include the following examples: early-exit transitional bilingual education, late-exit transitional bilingual education, English as a second language pull-out, and one-year structured English immersion. Maintenance models are designed to provide instruction in academic subject areas in a student s native language while they also learn English for a specific amount of time during the school day. The goal of these programs is to transition bilingual students into mainstream English-only classes. Maintenance programs are also called developmental programs because they are long-term and generally have no time-limits. Enrichment models seek to promote cross-cultural understanding among students who learn their academic subjects in two languages. The models are unique because the student population also includes native English speakers. Examples of enrichment programs include: two-way or dual-language models where two languages are used in instruction. Because some enrichment bilingual programs are part of transitional bilingual education programs, they sometimes have time limits. Studies suggest that two-way bilingual education programs are most effective for attaining academic success and that a “comprehensive” approach works best (August and Hakuta, 1997; Calderon et al., 1998). Students in two-way programs often out-perform their mainstream peers (Hakuta, 1986; Krashen, 1982). For example, Christian (1994) studied over 160 schools between 1991 and 1994, and found that two-way bilingual programs not only developed second-language skills, but also improved relationships among students and enhanced “cross-cultural understanding and appreciation” (p. 1). Colon, et al. (1990), argue that the two-way model “may be the only model that places both groups at the same starting point and this sensitizes English speakers to the complex process of learning a second language and becoming more aware of other systems of thought (p. 7).” Roberts (1995) finds that two-way programs face several obstacles including: their structure is more complicated and difficult to set up; they rely upon team-teaching, which has draw-backs; English tends to dominate in instructional activities; and, time is not used effectively because there is repetition in two languages. There are conflicting findings regarding the success of transitional and sheltered immersion programs for bilingual students in the United States (Baker, 1998). The findings are contradictory as to how quickly students master English and how well they achieve in the long-term. A study by Ramirez (1991) compared English-only immersion and bilingual programs. He found that students in the bilingual programs learned as well or “better than” students in immersion programs . Studies show that such transitional models as sheltered immersion help bilingual students learn English, but do not improve their cognitive skills. For example, Snow (2001) argues that the intensive one-year immersion programs in California (resulting from Proposition 227) are not well-designed, resources are sorely lacking, and one year of English immersion is not enough to improve reading comprehension. August and Hakuta (1997) suggest a need for more longitudinal studies that evaluate the long-term impacts of bilingual education. For example, Thomas and Collier (1997) argue that short-term studies often produce inconclusive results because they do not study the academic achievements of bilingual students once they transition to main-stream classes. Looking for the Solution: The Sheltered English Immersion Program When schools provide children quality education in their primary language, they give them two things: knowledge and literacy (Krashen, 1997). The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason is simple: Because we learn to read by reading–that is, by making sense of what is on the page (Smith, 1994)–it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general. Immersion is defined as a method of foreign language instruction in which the regular school curriculum is taught through the medium of the language in this case English. Total immersion is one program format among several that range on a continuum in terms of time spent in the foreign language. In total immersion, all schooling in the initial years is conducted in English so as to prepare the English student of other languages or second language speakers in the workforce. Proposition 227 in California Article 2: D defines Sheltered English immersion’ or ‘structured English immersion’ as an English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language.” Structured immersion programs use only English. As in sheltered English and content-based programs, English is taught through the content areas. Structured immersion teachers have strong receptive skills in their students’ first language and have a bilingual education or ESL teaching credential. While the literature had provided several contentions on the appropriateness and effectivity of the Sheltered English Immersion Program, their arguments lacks the merit that can negate the arguments for an immersion program. I argue that immersion programs are best for ESL and ESOL students for five reasons: (1) immersion programs proposes the idea that learning a language is best at a young age; (2) the role of the parents are revitalized in educating their children; (3) it improves academic achievement without damaging the structure of the public schools; (4) it is not anti-immigrant; and (5) it provides an equal opportunity for all children. Structured Immersion works in conjunction with the well-accepted notion that learning a new language is easier the younger the child, and is easier if the child is immersed in that language. Research suggests that children who learn a second language at a younger age have less chance of a pronounced accent and learn more effectively.  By immediately immersing a child in English, he or she has the greatest chance for acquisition and success. Moreover, structured immersion reinforces the role of the parents in educating their children.  No longer will school boards be able to put children in a failing program that the bureaucrats believe to be best. If parents choose to continue in traditional bilingual education programs, it is their right to do so, and the proposed laws provide for such a liberty. Structured Immersion relegates the teaching of one’s native tongue to the parents (where it belongs), and mandates that the schools follow what 75% percent of foreign born parents say the first priority of schools should be: to teach English quickly and effectively, even at the expense of other subjects. It has been proven to raise academic standards in California upon the institution of the Proposition 227 mandating the use of immersion programs. More language minority students will graduate, with better grades and realistic chances for college attendance and success. This is because it will give students the language skills necessary for academic success. Furthermore, the best resources are in English: the textbooks, the learning aides, a wider choice in literature and curriculum. Structured Immersion is not anti-immigrant. Sentencing non-affluent minority language students to always being behind and receiving an inferior education is anti-immigrant.  Immersion allows for an equal opportunity for success in academics, in college admission possibilities and in lifelong career pursuits. The economic advantages benefit not only immigrants, but the country as a whole by having a more educated labor force. Structured Immersion is a necessary step toward providing all children, regardless of the language they speak, with an equal opportunity to achieve the American Dream.  Those who cannot speak, read, or write English are immediately injured socially and economically.  It is time for the American public to say “enough.”     References   August, D. and Hakuta, K. (Eds.) (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.   Baker, K. (1998). Structured English immersion: Breakthrough in teaching limited-English-proficient students. Phi Delta Kappan. 80 (3): 199-204.   Brisk, M. E. (1998). Bilingual education from compensatory to quality schooling. Mahwah, NJ: Lawrence Erlbaum.   Calderon, M, Hertz-Lazarowitz, R. and Slavin, R. E. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. Elementary School Journal. 99 (2): 153-165.   Christian, D. (1994). Two-way bilingual education: Students learning through two languages. Washington, Dc: Center for Applied Linguistics.   Collier, V.( 1997). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly. v21:617 641.   Colon, J. Hidalgo, N., Nevarez, A., Garcia-Blanco, A.M. (1990). Entitlements of Latino students in the Massachusetts Public Educational School System: Some legal and policy considerations. Boston, MA: Gaston Institute, University of Massachusetts-Boston.   Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York, NYL Basic Books.   Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon.   Krashen, S. (1997) Why bilingual education? ERIC Digest. ERIC Clearinghouse on Rural Education and Small Schools Charleston WV.   Moran, C.E. and Hakuta, K. (1995). Bilingual education: Broadening research perspectives. ERIC Reproduction Document ED382720. Washington, DC: Office of Educational Research and Improvement.   Portes, A. and Rumbault, R. (1996). Immigrant America: A portrait (2nd Ed). Berkeley, CA: University of California Press.   Ramirez, D. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit, and late exit. Transitional Bilingual Education Programs for Language Minority Children. Washington, DC: Office of Bilingual Education.   Roberts, C.A. (1995). Bilingual education program models: A framework for understanding. The Bilingual Education Research Journal. 19(3/4): 369 378.   Suarez-Orozco, C. and Suarez-Orozco, M. (1995). Transformations: Migration, Family Life, and Achievement Motivation Among Latino and White Adolescents. Stanford, CA: Stanford University Press.                   Credit:ivythesis.typepad.com

The Bilingual Education Debate: The Case for a Sheltered English Immersion Program

The Bilingual Education Debate: The Case for a Sheltered English Immersion Program Abstract The teaching of English to ...