Best Websites to Learn English

Best Websites to Learn English Best Websites to Learn English Best Websites to Learn English By Sharon Whether you are learning English as a second language or trying to polish your already adequate grammar and style skills, the seven websites below can help. 1. Memrise Memrise is an online flashcard website where people can upload their own flashcard stacks. You can find a range of topics ranging from Geography to Electronics to Fashion. These flashcards are great if you want to learn English vocabulary for specific topics, as the majority of flashcards come with pictures and sounds to aid your learning. Even if you know English very well, Memrise can help you learn higher-level English, with flashcards covering SAT and GRE English, and more. 2. Duolingo If your first language is not English, and you are confused about where to go first, I suggest Duolingo. Duolingo is a language-learning website that transforms the language-learning process into a game. You are given tasks like matching words to flashcards, picking the most appropriate word for a sentence, writing what you hear, and more, all in your native language. Duolingo will help you take your English abilities in reading, writing, listening, and speaking, to a basic conversational level once you finish the course. From there, you can take the reverse course, translating from English into your native language. The learning never stops at Duolingo. I often find myself redoing the courses to solidify my abilities. 3. Dictionary.com Everyone, at one time or another, needs a dictionary. There are hundreds of thousands of words in the English language and not many people know them all. Everyone, from the most basic of beginners to the more advanced speakers of the English language, should bookmark Dictionary.com for future reference. You never know when you will need to learn what a word means, like hesperidium. Use that in a sentence! 4. Readable.io Sometimes, the best learning happens when we teach ourselves. It is one thing to learn from others, but we can really solidify the lessons learnt by going over our own mistakes, and correcting them. Readable.io checks your typed text for you, highlighting your ease and ability at writing. Using readability scores, text analytics, keyword densities, and sentiment analysis, you can learn where your writing skills are lacking, and how to correct them. This website can be a very valuable tool for the self-taught writer. I used it all throughout school on academic paper drafts. 5. Purdue Online Writing Lab Run by Purdue University, the Purdue Online Writing Lab can teach you how to form grammatically-perfect sentences. Although the website is meant for university-level students, anyone can improve their grammar and abilities in English via the site. You can learn how to improve your general writing abilities, perform better research and cite that research, and more. There is even a section on English as a Second Language. Regardless of your English abilities, you should use this resource if you are performing research of any kind. From grade-school assignments to masters-level citations, any student can benefit from the Purdue Online Writing Lab. 6. Grammarly Sometimes, you just want to check your grammar, sentence by sentence. Grammarly will provide suggestions based on your written input. You can use this website to increase your vocabulary range and your written skills. There are many words in the English language that can confuse even the most ardent of English speakers. I still meet adults today who misuse â€Å"two,† â€Å"too,† and â€Å"to.† Understanding the differences that words can make in the meanings of sentences is vital to improving your English. While Grammarly is not free, it is worth every penny. 7. Upwork While Upwork is not exactly a website where you can learn English, it can help you improve your reading, writing, and speaking abilities by helping you hire a tutor. Upwork is an online marketplace where you can hire individuals to help you with a variety of things. Rates are affordable and each person offering a service has a complete profile with ratings and review from previous clients. For a reasonable price, you can contract an English tutor to speak with you online and help you with your English. They can help improve your conversational English abilities, grade your written English, teach you new concepts in the English language and more. Due to the versatility, affordability, and accessibility of online marketplaces like Upwork, this resource can be one of the most valuable ones you use as you learn English online. Good luck. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and TimesOne Fell SwoopHow Long Should a Synopsis Be?

Proposed Amendments to the U.S. Constitution

Proposed Amendments to the U.S. Constitution Any member of Congress or state legislature can propose amendments to the U.S. Constitution. Since 1787, more than 10,000 amendments have been proposed. These proposals range from banning the desecration of the American flag to balancing the  federal budget to altering the Electoral College. Key Takeaways: ​Proposed Amendments Since 1787, more than 10,000 constitutional amendments have been proposed by members of Congress and state legislatures.  Most proposed amendments are never ratified.  Some of the most commonly proposed amendments relate to the federal budget, the freedom of speech, and congressional term limits.   The Amendment Proposal Process Members of Congress propose an average of nearly 40 constitutional amendments every year.  However, most amendments  are never ratified or even passed by the House or Senate. In fact, the Constitution has been amended only 27 times in history. The last time a proposed amendment to the U.S. Constitution was ratified was 1992, when the 27th Amendment preventing Congress from giving itself immediate pay raises was cleared by the states. The process of amending the Constitution in this particular case took more than two centuries, illustrating the difficulty and reluctance among elected officials and the public to changing a document that is so revered and cherished. For an amendment to be considered, it must receive  a two-thirds majority vote in both the House and Senate or be called for at a constitutional convention voted on by two-thirds of state legislatures. Once an amendment is  proposed, it must be ratified by at least three-fourths of the states to be added to the constitution. Many proposed amendments to the U.S. Constitution fail to catch on, even those that appeared to have the support of the most powerful elected official in the land: the president of the United States. President Donald Trump, for example, has expressed support for both a constitutional ban on flag-burning and on  term limits for members of the House and Senate. (The Founding Fathers rejected the idea of imposing term limits when writing the U.S. Constitution.) Commonly Proposed Constitutional Amendments The overwhelming majority of proposed constitutional amendments deal with the same few topics:  the federal budget, freedom of speech, and term limits. However, none of the following amendments have gained much traction in Congress. Balanced Budget Among the most contentious proposed amendments to the U.S. Constitution is the balanced-budget amendment. The idea of  preventing the federal government from spending more than it generates in revenue from taxes in any fiscal year has drawn support from some conservatives. Most notably, it won backing from President Ronald Reagan, who vowed in 1982 to do all he could to get Congress to pass the amendment. Speaking in the Rose Garden of the White House in July 1982, Reagan said: We must not, and we will not, permit prospects for lasting economic recovery to be buried beneath an endless tide of red ink. Americans understand that the discipline of a balanced-budget amendment is essential to stop squandering and overtaxing. And theyre saying the time to pass the amendment is now. The balanced-budget amendment is the single most commonly  proposed amendment to the U.S. Constitution, according to a Pew Research Center analysis of legislation. Over the course of two decades, members of the House and Senate introduced 134 such proposed amendments -   none of which went beyond Congress.   Flag-Burning In 1989, President George H.W. Bush  announced his support for a proposed amendment to the U.S. Constitution that would have banned the desecration of the American flag. However,  the U.S. Supreme Court ruled that the  First Amendment  guarantee of  freedom of speech  protected the activity. Said Bush: I believe that the flag of the United States should never be the object of desecration. Protection of the flag, a unique national symbol, will in no way limit the opportunity nor the breadth of protest available in the exercise of free speech rights. ...  Flag burning is wrong. As President, I will uphold our precious right to dissent, but burning the flag goes too far and I want to see that matter remedied. Term Limits The Founding Fathers rejected the idea of congressional term limits. Supporters of a congressional term limit amendment argue that it will limit the possibility for corruption and bring fresh ideas into the Capitol. On the other hand, critics of the idea argue that there is value in the  experience gained when congressional leaders serve multiple terms.  Ã‚   Other Examples of Proposed Amendments The following are some other recently proposed amendments to the U.S. Constitution. Repealing the 16th Amendment. The 16th amendment created the income tax in 1913. Representative Steve King of Iowa proposed a repeal of this amendment in order to eliminate the income tax and ultimately replace it with a different tax system.  Rep. King stated: â€Å"The federal government has the first lien on all productivity in America. Ronald Reagan once said, ‘What  you tax you get less of.’ Right now we tax all productivity. We need to turn that completely around and put the tax on consumption. That is why we need to repeal the 16th Amendment which authorizes the income tax. Replacing the current income tax with a consumption tax will ensure that productivity is not punished in our country, but rewarded.†Requiring a two-thirds vote of from each house  of Congress to increase the statutory limit on the public debt, from Rep. Randy Neugebauer of Texas.  The United States debt ceiling is the maximum amount of money that the federal government is allowed to borrow to meet its existing legal financial obligations, including Social Security and Medicare benefits, military salaries, interest on the national debt, tax refunds, and other payments. The U.S. Congress sets the debt limit and only Congress can raise it. Stating that the Constitution neither prohibits voluntary prayer nor requires prayer in schools, from Rep. Nick J. Rahall II of West Virginia. The proposed amendment states that the constitution will not be construed to prohibit voluntary prayer or require prayer in school.  Overturning Citizens United, the U.S. Supreme Court decision that the federal government cannot limit corporations from spending money to influence the outcome of elections, from Rep. Theodore Deutch of Florida.  Limit the power of Congress to impose a tax on a failure to purchase goods or services, from Rep. Steven  Palazzo of Mississippi. This proposed amendment seeks to undo the federal mandate that Americans carry health insurance, as spelled out by the Patient Protection and Affordable Care Act signed by President Barack Obama.  Ending the practice of including more than one subject in a single law by requiring that each law enacted by Congress be limited to only one subject and that the subject be c learly and descriptively expressed in the title of the law, from Rep. Tom Marino of Pennsylvania. Giving  states the right to repeal federal laws and regulations when ratified by the legislatures of two-thirds of the several states, from Rep. Rob Bishop of Utah. Bishop argues that this proposed amendment would add an additional system of checks and balances between state and federal governments. The founding fathers crafted the Constitution to include the concept of checks and balances. Sources DeSilver, Drew. Proposed Amendments To The U.S. Constitution Seldom Go Anywhere. Pew Research Center, 2018.Frank, Steve. The Top 10 Amendments That Havent Made It (Yet).  National Constitution Center, 2010.Amending America: Proposed Amendments to the United States Constitution, 1787 to 2014:  National Archives

Research Paper Example | Topics and Well Written Essays - 2000 words - 7

Research Paper Example Health care reform is considered to be an important responsibility of any government. In simple terms, health care reform refers to the reform in the health care system and/or in some parts of this system. This paper is developed to serve the purpose of providing a clear review of the literatures that are available with respect to the Health Care Reform in U.S. In the process of doing so, the paper includes a brief history of health care system and reforms in the context of US. Furthermore, it also contains the present situation of health care reform in the country. It is important to review the literature regarding US health care system before reviewing the literature regarding US health care reform. Significant volume of literature can be found related to US health care system. Steven Jonas, Karen Goldsteen and Raymond Goldsteen in their â€Å"An introduction to US Health Care System† have opined that the health care system in US is very similar to the systems of the other nations where ‘allopathic medical model’ is mainly followed (Jonas, Goldsteen & Goldsteen, 2007). However, it has several features that are unique in nature when compared to the health care systems of other countries. While providing a brief overview of the Unites States health care system, Jonas and Goldsteens have said that an important aspect of the US health care system is that it is significantly fragmented and decentralized (Jonas, Goldsteen & Goldsteen, 2007). Its main function and role are significantly focused on the production of outcomes. It r emarkably emphasizes on the profits and power of the service providers. In US, health care is provided but it does not come at a low cost. High end education and researches that are related to health care are provided and funded. Surely there are loci of control and power. In the US as such there is no central Ministry of Health. The system allows

Post-colonial literature Essay Example | Topics and Well Written Essays - 2500 words

Post-colonial literature - Essay Example He grew up in Leeds, England, and read English at Queen's College, Oxford. He is the author of six novels, several books of non-fiction and has written for film, theatre, radio and television. Much of his writing - both fiction and non-fiction - has focused on the legacy of the Atlantic slave trade and its consequences for the African Diaspora. John Maxwell Coetzee, 1940, South African novelist, b. John Michael Coetzee. Educated at the Univ. of Cape Town (M.A. 1963) and the Univ. of Texas (Ph.D. 1969), he taught in the United States and returned home (1983) to become a professor of English literature at Cape Town. He immigrated to Australia in 2002. Several of Coetzee's novels are noted for their eloquent protest against political and social conditions in South Africa, particularly the suffering caused by imperialism, apartheid, and postapartheid violence. His books are also known for their technical virtuosity. Crossing the river has to do with black people fighting for their freedom. It has to do with slavery and the differences between black and white. That is what the book is about of course only the writer creates different situations in each separate story, which makes it more interesting to read, but it also shows the different aspects of 'crossing the river'. In the introduction to the story the so-called 'father' tells the reader about how he sold his three children: Nash, Martha and Travis. (A desperate foolishness. The crops failed. I sold my children.). This statement of the writer has a confusing meaning. Question would arise who is taking Why does someone do such a thing To others it is not acceptable but the explanation of the person delivering this statement can be understood as we go along with this literature. The first story is titled 'The Pagan Coast'. The story is about Nash. Nash Williams is a very loyal slave. His master is Edward Williams and he is a very generous master. Edward Williams, too, is guilt-ridden. At age 29, he inherits his father's estate, including 300 slaves. Concerned to still his conscience, Williams educates them and trains the best and brightest to become missionaries. He also displays an "excess of affection" for his young male slaves, especially to Nash Williams who calls Edward "Father," signing let ters from Liberia, "Your son." (J. Griffin). He made it possible for all his slaves to get an education. There are some slaves who are complaining of for the unfair treatment to them by Williams. This is the reason that most slaves wanted to break free and 'cross the river' is that they were treated so terribly. With Nash it was different. He was treated very well,

American Steel Industry Research Paper Example | Topics and Well Written Essays - 1500 words

American Steel Industry - Research Paper Example One of the industrial relations patterns that have emerged and which the international leadership of the united steelworkers of America appears to be advocating is a new cooperative partnership, modeled after the 1986 National Steel Agreement. This new industrial relations model includes significant quality and flexibility-enhancing work restructuring coupled with an increased share of compensation linked to firm performance and productivity in exchange for job security guarantees and unprecedented employee and union participation and information sharing at all levels of the company (Anon 2). Economic, technological and institutional changes in the 1980s have fundamentally transformed the industrial relations system in the American steel industry. Prior to the 1980s, the bargaining structure in steel matched the concentrated and centralized nature of the industry as a whole. Not only did a multi-employer bargain set the pattern for the wider industry, but also there was coordination of pay for particular jobs through the co-operative arrangements. The inaccessibility to potential entrants of requisite iron ore supplies of high grade has imposed a major barrier to entry to the American steel industry. In the period since the reconstruction of Europe and Japan following the Second World War, earlier reductions in tariffs on steel have invited the influx of foreign supplies; until at present foreign producers are supplying an appreciable minor fraction of the American market. These foreign suppliers are drawing on iron ore reserves that have not been generally accessible to potential entrant firms that might have produced steel in America. As a result, the barrier to entry to the American steel market that depended on the close holding of domestically available iron ore deposits by established American firms has been appreciably reduced. American steel

Impact of ELL Inclusion on Teaching

Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs. Impact of ELL Inclusion on Teaching Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs.

Dukes v. Wal-Mart Essay -- Sexism Gender Walmart Discrimination Essays

Dukes v. Wal-Mart Stores, Inc. is a legal battle concerning whether or not the company engaged willfully in gender-based discrimination. Underlying causes, organizational culture and ethical issues will be examined in determining how the largest private employer in the United States could have fallen prey to unfair labor practices.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1999, women constituted 72% of Wal-Mart’s hourly employees, but only 33% of its managerial employees† (Bhatnagar, 2004). This fact and many others are the reasons many people allege that Wal-Mart has unfair labor practices. The Dukes v. Wal-Mart case challenged the hiring, promotion and pay practices of Wal-Mart. The case was filed in June 2001. When the case reached class certification status it became the largest class action civil rights suit against employment discrimination in American history. The case represented approximately 1.6 million women that had worked for Wal-Mart from 1998 to 2001 who felt that they had been discriminated against because of their gender.   Ã‚  Ã‚  Ã‚  Ã‚  Many women involved in the Dukes case alleged that Wal-Mart’s policies vary from gender to gender. The managerial staff is comprised mostly of men. The relocation policy in place has a distinct impact on female employees. To become a manager, one must relocate multiple times at each management level. Female employees claimed that this could potentially have a disparate impact on single and married mothers, therefore the policy is not fair to all; favoring the chances of a male getting a promotion over a female.   Ã‚  Ã‚  Ã‚  Ã‚  According to the Berkeley Women’s Law Journal (2004), Wal-Mart pays its employees about one-third less than what similarly unionized employees earn. Wal-Mart’s slogan is â€Å"Everyday low prices,† and they accomplish this by keeping wages low and by suppressing any efforts made by unions to unionize Wal-Mart. In addition to paying low wages, some Wal-Mart stores allegedly violate the Federal Fair Labor Standards Act. The Federal Fair Labor Standards Act regulates overtime pay and child labor standards. Many employees have claimed that Wal-Mart makes them work more than 40 hours per week without overtime pay. When management realized how much overtime pay they were logging, they would call in managers to adjust the time sheets. An internal audit exposed the violations of the Federal Fair Labor Standards Act.   Ã‚  Ã‚  Ã‚  Ã‚  Many o... ...   Ã‚  Ã‚  Ã‚  Ã‚  The company should employ the stakeholder theory as opposed to the agency theory. Each member associated with Wal-Mart will be treated fairly and honestly. In incorporating the deontology perspective as opposed to the Utilitarian viewpoint, the company will show its desire to right previous wrongs.   Ã‚  Ã‚  Ã‚  Ã‚   Wal-Mart has to implement a number of changes to correct the problems it has created. Attention must be paid to ensure the employee is treated fairly. Other ways must be sought to maintain profit levels and make the stockholders happy. References Bhatnagar, Ritu. (2005). Dukes v. Wal-Mart as a Catalyst for Social Activism. Retrieved July 12, 2005, from the University of Phoenix Library EBSCOhost database Dukes v. Wal-Mart, Inc. (2004). Class Certification Status Decision, United States District Court, Northern California. Retrieved July 15, 2005 from http://www.walmartclass.com/public-home.html. Featherstone, Liza. (2004). Rollback Wages! Retrieved July 12, 2005, from the University of Phoenix Library EBSCOhost database. Sellers, Jeff M. (2005). Deliver us from Wal-Mart? Retrieved July 12, 2005, from the University of Phoenix Library EBSCOhost database.

Disease Process Of Chronic Obstructive Pulmonary Disease Health Essay

This assignment will discourse the pathophysiology of a disease procedure of chronic clogging pneumonic disease ( COPD ) . It will besides demo how biological, psychological and the societal facets of the disease that can hold an affect on an person ‘s twenty-four hours to twenty-four hours life. COPD stands for chronic clogging pneumonic disease. This is a term used for a figure of conditions ; including chronic bronchitis and emphysema. COPD leads to damaged air passages in the lungs, doing them to go narrower and doing it harder for air to acquire in and out of the lungs. The word ‘chronic ‘ agencies that the job is long-run. COPD is a status which chiefly affects people over the age of 40, and COPD has a higher prevalence happening among adult females than work forces ( NHS-Choices, 2008 ) . COPD is besides a status that is long term and incurable that can hold a serious affects on wellness and quality of life, its non to the full understood why COPD develops. ( Marieb, 2003 ) . The pupil will besides integrate local and national wellness and societal policies, including models that are in topographic point in relation to the patients unwellness. The pupil identified a patient named Mrs J. She was admitted to hospital due to aggravation of COPD. Her primary diagnosing is Osteoarthritis of the Hip but besides had symptoms of emphysema. Mrs J is a 55 twelvemonth old adult females and is married, Mrs J be sides has an older kid whom she has become rather dependent on and felt like she had impacted on her kid ‘s life and had become a hinderances. Mrs J has become more dyspneic as her status develops over clip and more so while she was lying in bed unable to transport out her day-to-day activities such as making the housekeeping, leisure activities, besides looking after her visual aspect as she usually would hold done at place. COPD is going one of the fastest prima causes of disablement ( NHS picks, 2008 ) . Harmonizing to British Lung Foundation, ( 2010 ) a recent study, 83 % of COPD patients said their COPD slows them down, 79 % said they had to cut down their activities and 56 % said their status has a great affect on their households. COPD is the most common respiratory conditions in grownups in the developed universe and poses an tremendous load to society both in footings of direct cost to the health care services and indirect costs to society through loss of productivene ss. Recent analysis estimated that National Health Service ( NHS ) spends ?818 million yearly in the United Kingdom ( UK ) . ( British Thoracic Society, 2006 ) . However 50 % of the cost is accounted for by ill managed aggravations ensuing in frequent re-admissions to infirmary ( Coakley & A ; Ruston, 2001 ) . Mrs J status would of been triggered by her heavy smoke, the toxins from her coffin nails has made her bronchioles ( airway and lungs ) become inflamed and contracting the air passage, this will take to irreversible harm to the respiratory system by blockading the bronchial air flow and impeding gaseous exchange within the air sac ( Munden, J, 2007 ) . Mrs J suffers from many symptoms due to her smoking these include shortness of breath, a relentless cough, xanthous green phlegm, marks of cyanosis to her lips, besides Mrs J has continued to smoke as she thinks the harm has already been done so her status. The huge bulk of COPD patients are tobacco users. By halting smoking patients can decelerate the rate of diminution in lung map and therefore better the patient ‘s chances in footings of symptoms and endurance. The National Institute of Clinical Excellence counsel on COPD provinces that â€Å" All patients still smoking, irrespective of age, should be encouraged to halt, and offered aid to make so, at every chance. † These present a little dosage of medical specialty to the lungs, doing the air passage musculuss to open up. Bronchodilators are besides effectual in forestalling over-expansion of the lungs. Short-acting beta2-agonists are the most normally used short moving bronchodilaors for COPD. Their effects last for approximately 4 hours. Short-acting antichloinergics are besides used as bronchodilators. Long-acting beta2-agonists are similar to the short-acting agonists described above but their consequence lasts for 12 hours. Lomg-acting anti-cholinergics need merely be taken one time a twenty-four hours. The NICE counsel recommends that short-acting bronchodilators should be used for the initial intervention for shortness of breath and exercising restriction and goes on to state that, if this is n't holding an consequence so the intervention should be intensified utilizing eith Er a long-acting bronchodilator or a combined therapy with a short moving beta2-agonist and a short-acting anticholinergic The respiratory system is the major portion for gases exchange to take topographic point, it allows takes the air that enters are organic structures when we inhale and travels through the respiratory system, interchanging O for C dioxide and expels C dioxide when we exhale ( munden, J, 2007 ) . In the NHS there is a tool to cipher the smoke burden and the battalions in a twelvemonth this tool is called smoking battalion tool, this was used to see the harm that Mrs J had caused by smoking for so many old ages. This is because the earnestness of the disease depends on how much and how long the person has smoked for. Mrs J has been smoking now for 45 old ages and on a mean twenty-four hours holding up to 40 coffin nails a twenty-four hours and is non prepared to discontinue as she feels the harm is already done. Mrs J fumes for comfort and feels that its all for her pleasance, she has become really stray, her chronic bronchitis makes her breathless when making actives and is non able to make her day-to-day activities hence is going depressed. Make this holding a immense impact on her mental and societal parts of her life. Patients with COPD have traditionally been divided intoA pink puffersA andA bluish bloatersA based on their physiological response to abnormal blood gases.A The former work hard to keep a normal pO2A which is why they puff off. They tend to hold a barrel-shaped, hyperinflated thorax and breath through pursed lips. The latter are bluish because of hypoxia and polycythaemia. They are frequently corpulent and have H2O keeping. This is why they are bloated. TheA bluish bloatersA are dependent upon hypoxia for their respiratory thrust and to give O and strip them of this will take to signficantA hypercapniaA and acerb base instability. Although this construct is widely taught and acknowledged academically, in clinical pattern patients tend non to be clearly in one or the other of these two classs ( NICE Clinical Guideline ( 2004 ) Patients like Mrs J with airflow restriction clinically they have become known as ‘pink blowfishs ‘ and ‘blue bloaters ‘ ( Kleinschmidt, 2008 ) . Mrs J falls under the term ‘blue bloaters ‘ as she linked to chronic bronchitis due to cyanosis which is a bluish touch to the lips, which occurs from hapless gas exchange. ‘pink blowfishs ‘ has been linked to emphysema as the patients may be demoing marks of weight loss, utilizing their accoutrement musculuss with pursed lips giving them a ruddy skin color, they may besides follow the tripod sitting place ( Kleinschmidt, 2008 ) . Although these conditions separate the patient may show with little fluctuations of them both, nevertheless they do distinguish through their implicit in procedure, marks and symptoms ( Bellamy & A ; Booker, 2004 ) . Air passages and air pouch within the lungs are manfully elastic, with the air we breath the lungs change form with inspiration they expand and return to the normal form after they have been stretched with air. Mucociliary clearance is an of import primary innate defence mechanism that protects the lungs from hurtful effects of inhaled pollutants, allergens, and pathogens. Mucociliary disfunction is a common characteristic of chronic air passage diseases in worlds. The mucociliary setup consists of three functional compartments, that is, the cilia, a protective mucous secretion bed, and an airway surface liquid ( ASL ) bed, which work in concert to take inhaled atoms from the lung. The nose and rhinal pit are composed of ciliated columnar epithelial tissue cells which contain goblet cells and cilia, the goblet cells are responsible for releasing mucous secretion which is able to pin down the finer atoms from inspired air and the cilia which are all right hairs that can pin down larger atoms. The cilia carry ‘s the atoms by a sweeping gesture this is swept to the oral cavity or intrude where it can so be swallowed, coughed or sneezed out of the organic structure in order to forestall these atoms from come ining the lungs ( Munden, J, 2007 ) . The two major beginnings of mucous secretion secernment in the respiratory piece of land are the surface epithelial goblet cells and mucose cells. In lungs, goblet cells are present in the big bronchial tube, going progressively thin toward the bronchioles. The submucosal secretory organs are restricted to the big air passages with their denseness diminishing with airway quality. In chronic respiratory diseases, such as COPD and asthma, submucosal secretory organs addition in size ( hypertrophy ) , and the figure of goblet cells is increased ( hyperplasia ) , going more dense in the peripheral air passages, via a phenotypic transition of nongoblet epithelial cells ( metaplasia ) ( Rogers, 1994 ; Jackson, 2001 ) . The increased of goblet cells denseness to ciliated cells in the bronchioles, under the conditions of hypersecretion, this impairs clearance of mucous secretion. Lung histology from patients affected by COPD and asthma besides shows the presence of hydrops, which can further cut down airway quality and via media lung map. A pronounced airway infiltration of macrophages and granulocytes is besides present, chiefly neutrophils in COPD and eosinophils in asthma ( Postma and Kerstjens, 1998 ) . In clinical surveies, these inflammatory parametric quantities have been shown to correlate with a decrease in lung map ( FEV1 ) and an overdone bronchoconstriction [ airway hyperreactivity ( AHR ) ] to nonspecific stimulations ( Postma and Kerstjens, 1998 ) . Smoking has many effects on the air passages. Inhaled fume destroys the cilia that are of import for traveling mucous secretion to the pharynx for get downing. As a consequence, mucous secretion accumulates in the bronchioles and irritates the sensitive tissues at that place, doing a cough. Coughing is critical as it is the lone manner tobacco users can take mucous secretion from their lungs and maintain the air passages clean ( Rubin, 2002 ) . This is characterised by the ‘smoker ‘s cough ‘ . Changeless coughing to unclutter the phlegm has an consequence on the smooth musculus of the bronchioles which becomes hypertrophied ( enlarged or overgrown ) . This in bend causes more mucus secretory organs to develop. The goblet cells are replaced within the little air passages ( bronchial tube ) with Clara cells they are another signifier of releasing cell these are of import they form ciliated cells and to assist renew the bronchiolar epithelial tissue, they produce hypophase constituent and a peptidase inhibitor these aid protect the lungs by wipe uping up dust ( Stokley et al, 2006 ) .To accomplish gas exchange the lung has two constituents ; air passages and the air sac. The air passages are two ramifying cannular transitions that allow air to travel in and out of the lungs, the wider sections of the air passages are called the windpipe and the two bronchial tube traveling to the right and left lung. The smaller sections are called the bronchioles and at the terminal of the bronchioles are the air sac which are thin walled pouch like a clump of grapes ; little blood vass ( capillaries ) run in the walls of the air sac this is where gas exchange between air and blood takes topographic point. ( Matterporth & A ; Matfin, 2009 ) . Rogers, 1994 ; Jackson, 2001 Chronic clogging pneumonic disease, NICE Clinical Guideline ( 2004 ) ; A Management of chronic clogging pneumonic disease in grownups in primary and secondary attention COPD. BMJ Clinical Evidence.A www.clinicalevidence.com, accessed 10 June 2009 Textbook of Medical Physiology ( 10th edition ) Guyton, A.C. and Hall, J.E. ( 2000 ) W.B. Saunders, Philadelphia ; London. Global Initiative for Chronic Obstructive Lung Disease ; September 2005. Britton M ; The load of COPD in the U.K. : consequences from the Confronting COPD study. ; A Respir Med.2003 Mar ; 97 Suppl C: S71-9. [ abstract ] Chronic clogging pneumonic disease, NICE Clinical Guideline ( 2004 ) ; A Management of chronic clogging pneumonic disease in grownups in primary and secondary attention Lacasse Y, Goldstein R, Lasserson TJ, et Al ; Pulmonary rehabilitation for chronic clogging pneumonic disease. Cochrane Database Syst Rev. 2006 Oct 18 ; ( 4 ) : CD003793. [ abstract ] Barr RG, Bourbeau J, Camargo CA, et Al ; Inhaled tiotropium for stable chronic clogging pneumonic disease. Cochrane Database Syst Rev. 2005 Apr 18 ; ( 2 ) : CD002876

Poder Conjugation in Spanish, Translation, and Examples

Poder Conjugation in Spanish, Translation, and Examples Poder is a common auxiliary verb that is frequently used as the equivalent of can or to be able to. Its conjugation is highly irregular; it is a stem-changing verb, since the -o- in the stem often changes to -u- or -ue-, and the ending may also change. There are no other verbs that follow the same pattern. This article includes poder conjugations in the indicative mood (present, past, conditional, future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Poder Present Indicative In the present indicative tense, the stem change o to ue occurs in all the conjugations except nosotros and vosotros. Yo puedo Yo puedo hablar dos idiomas. I can speak two languages. Tà º puedes Tà º puedes bailar bien. You can dance well. Usted/à ©l/ella puede Ella puede hacer un excelente trabajo. She can do an excellent job. Nosotros podemos Nosotros podemos correr una maratà ³n. We can run a marathon. Vosotros podà ©is Vosotros podà ©is ir a la fiesta. You can go to the party. Ustedes/ellos/ellas pueden Ellos pueden tocar un instrumento. They can play an instrument. Preterite Indicative There are two forms of the past tense in Spanish: the preterite and the imperfect. The preterite describes completed actions in the past. Some verbs have slightly different meanings when they are conjugated in the preterite versus the imperfect. When using poder in the preterite, it implies that the action was successfully accomplished, while in the imperfect tense it only gives the sense that the subject had the ability to do the action, but it is not clear whether it was accomplished or not. For this reason, poder in the preterite is translated as was able to. Also, notice that the stem changes from o to u for this irregular conjugation of the preterite. Yo pude Yo pude hablar dos idiomas. I was able to speak two languages. Tà º pudiste Tà º pudiste bailar bien. You were able to dance well. Usted/à ©l/ella pudo Ella pudo hacer un excelente trabajo. She was able to do an excellent job. Nosotros pudimos Nosotros pudimos correr una maratà ³n. We were able to run a marathon. Vosotros pudisteis Vosotros pudisteis ir a la fiesta. You were able to go to the party. Ustedes/ellos/ellas pudieron Ellos pudieron tocar un instrumento. They were able to play an instrument. Imperfect Indicative The imperfect tense describes ongoing or repeated actions in the past. Poder in the imperfect tense implies that someone had the ability to do something, but it doesnt say whether they did it or not. Therefore, poder in the imperfect can be translated as could or used to be able to. Yo podà ­a Yo podà ­a hablar dos idiomas. I could speak two languages. Tà º podà ­as Tà º podà ­as bailar bien. You could dance well. Usted/à ©l/ella podà ­a Ella podà ­a hacer un excelente trabajo. She coulddo an excellent job. Nosotros podà ­amos Nosotros podà ­amos correr una maratà ³n. We could run a marathon. Vosotros podà ­ais Vosotros podà ­ais ir a la fiesta. You could go to the party. Ustedes/ellos/ellas podà ­an Ellos podà ­an tocar un instrumento. They could play an instrument. Future Indicative The future tense is usually conjugated by starting with the infinitive form, but notice that poder is irregular, since it uses the stem podr- instead. Yo podrà © Yo podrà © hablar dos idiomas. I will be able to speak two languages. Tà º podrs Tà º podrs bailar bien. You will be able todance well. Usted/à ©l/ella podr Ella podrhacer un excelente trabajo. She will be able todo an excellent job. Nosotros podremos Nosotros podremos correr una maratà ³n. We will be able torun a marathon. Vosotros podrà ©is Vosotros podrà ©is ir a la fiesta. You will be able togo to the party. Ustedes/ellos/ellas podrn Ellos podrn tocar un instrumento. They will be able toplay an instrument. Periphrastic  Future Indicative   Yo voy a poder Yo voya poder hablar dos idiomas. I am going to be able to speak two languages. Tà º vasa poder Tà º vasa poder bailar bien. You aregoing to be able todance well. Usted/à ©l/ella vaa poder Ella vaa poder hacer un excelente trabajo. She isgoing to be able todo an excellent job. Nosotros vamosa poder Nosotros vamosa poder correr una maratà ³n. We aregoing to be able torun a marathon. Vosotros vaisa poder Vosotros vaisa poder ir a la fiesta. You aregoing to be able togo to the party. Ustedes/ellos/ellas vana poder Ellos vana poder tocar un instrumento. They aregoing to be able toplay an instrument. Present Progressive/Gerund Form The progressive tenses use estar with the gerund, pudiendo. Notice that the stem changes from o to u in the gerund. Although the auxiliary verb poder can be used in the progressive form, it is not really used in that way in English, thus the translation might sound a bit awkward. Present Progressive ofPoder est pudiendo Ella est pudiendo hacer un excelente trabajo. She is being able to do an excellent job. Past Participle The perfect tenses are made by using the appropriate form of haber and the past participle, podido. Present Perfect of Poder ha podido Ella ha podido hacer un excelente trabajo. She has been able to do an excellent job. Conditional Indicative Just like the future tense, the conditional tense is usually conjugated by starting with the infinitive form, but in the case of poder the stem is actually podr-. Yo podrà ­a Yo podrà ­a hablar dos idiomas si viviera en otro paà ­s. I would be able to speak two languages if I lived in another country. Tà º podrà ­as Tà º podrà ­as bailar bien si practicaras ms. You would be able todance well if you practiced more. Usted/à ©l/ella podrà ­a Ella podrà ­ahacer un excelente trabajo, pero es muy perezosa. She would be able todo an excellent job, but she is very lazy. Nosotros podrà ­amos Nosotros podrà ­amos correr una maratà ³n si entrenramos suficiente. We would be able torun a marathon if we trained enough. Vosotros podrà ­ais Vosotros podrà ­ais ir a la fiesta si te dieran permiso. You would be able togo to the party if you got permission. Ustedes/ellos/ellas podrà ­an Ellos podrà ­an tocar un instrumento si tomaran clases. They would be able toplay an instrument if they took lessons. Present Subjunctive The present subjunctive has the stem change o to ue in all of the conjugations except nosotros and vosotros, just like in the present indicative tense. Que yo pueda Mam espera que yo pueda hablar dos idiomas. Mom hopes that I can speak two languages. Que tà º puedas El instructor espera que tà º puedas bailar bien. The instructor hopes that you can dance well. Que usted/à ©l/ella pueda El jefe espera que ella pueda hacer un excelente trabajo. The boss hopes that she can do an excellent job. Que nosotros podamos El entrenador espera que nosotros podamos correr una maratà ³n. The trainer hopes that we can run a marathon. Que vosotros podis Patricia espera que vosotros podis ir a la fiesta. Patricia hopes that you can go to the party. Que ustedes/ellos/ellas puedan Su padre espera que ustedes puedan tocar un instrumento. Your father hopes that you can play an instrument. Poder Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive, and both options have the stem change o to u. Option 1 Que yo pudiera Mam esperaba que yo pudiera hablar dos idiomas. Mom hoped that I could speak two languages. Que tà º pudieras El instructor esperaba que tà º pudieras bailar bien. The instructor hoped that you could dance well. Que usted/à ©l/ella pudiera El jefe esperaba que ella pudiera hacer un excelente trabajo. The boss hoped that she could do an excellent job. Que nosotros pudià ©ramos El entrenador esperaba que nosotros pudià ©ramoscorrer una maratà ³n. The trainer hoped that we could run a marathon. Que vosotros pudierais Patricia esperaba que vosotros pudierais ir a la fiesta. Patricia hoped that you could go to the party. Que ustedes/ellos/ellas pudieran Su padre esperaba que ustedes pudieran tocar un instrumento. Your father hoped that you could play an instrument. Option 2 Que yo pudiese Mam esperaba que yo pudiese hablar dos idiomas. Mom hoped that I could speak two languages. Que tà º pudieses El instructor esperaba que tà º pudieses bailar bien. The instructor hoped that you could dance well. Que usted/à ©l/ella pudiese El jefe esperaba que ella pudiese hacer un excelente trabajo. The boss hoped that she could do an excellent job. Que nosotros pudià ©semos El entrenador esperaba que nosotros pudià ©semoscorrer una maratà ³n. The trainer hoped that we could run a marathon. Que vosotros pudieseis Patricia esperaba que vosotros pudieseis ir a la fiesta. Patricia hoped that you could go to the party. Que ustedes/ellos/ellas pudiesen Su padre esperaba que ustedes pudiesen tocar un instrumento. Your father hoped that you could play an instrument. Poder Imperative The imperative mood is used to give orders or commands. It is not common to give someone the command to be able to do something. Therefore, the imperative forms of poder sound awkward, especially in the negative forms. Positive Commands Tà º puede  ¡Puede bailar bien! Be able to dance well! Usted pueda  ¡Pueda hacer un excelente trabajo! Be able to do an excellent job! Nosotros podamos  ¡Podamos correr una maratà ³n! Let's be able to run a marathon! Vosotros poded  ¡Poded ir a la fiesta! Be able to go to the party! Ustedes puedan  ¡Puedan tocar un instrumento! Be able to play an instrument! Negative Commands Tà º no puedas  ¡No puedas bailar bien! Don't be able to dance well! Usted no pueda  ¡No pueda hacer un excelente trabajo! Don't be able to do an excellent job! Nosotros no podamos  ¡No podamos correr una maratà ³n! Let's not be able to run a marathon! Vosotros no podis  ¡No podis ir a la fiesta! Don't be able to go to the party! Ustedes no puedan  ¡No puedan tocar un instrumento! Don't be able to play an instrument!