Literature Review Essay Example | Topics and Well Written Essays - 2250 words

Literature Review - Essay ExampleThis has resulted to researchers and educational scholars into seeking the appropriate abide-time that teachers should give to ELL students. ELL students pose a challenge because of their language-learning disability (Becker and Goldstein, 2011). Understanding of concepts and subject ideas, systematic ideas reflection, critical thinking, and content comprehension of an ELL student on a subject determines the repartee that a student gives to a question. However, effective learning for learners does not solely contribute to response given by ELL students. Wait time has a substantial effect on the response that an ELL student gives to a classroom question. Existing research by Beyondpenguins.ehe.osu.edu (2013) classifies silence time in a classroom into eight categories including student- gaolbreak time, within-teacher presentation pause time, within-students response pause-time, post-teacher question time, student pause-time, post-student responsive wait time, teacher pause-time, student task-completion work-time and impact pause time. Despite the detailed wait-time classification, there has been no concrete conclusion on the specific wait-time required for elementary ELL students to respond to questions. ... ed student participation through volunteering more answers that are appropriate, increase in the outline and synthesis of the context , which results to students giving evidence-inference responses that are more speculative( Cooper and Irizarry, 2013). Increased wait-time contributes to improved students self-confidence in responding to questions, increased rate of student asking questions on clarity as well as higher students achievement. Simply by increasing wait time, especially to students who have to translate the question into their mother language and then critically evaluate the questions to give a response, teachers can influence the quantity of correct responses to questions (Cooper and Irizarry, 2013). Accordi ng to Mohr & Mohr (2007), a teacher should allow sufficient wait time to support ELL students to switch from hearing in a foreign language into reasoning and thinking in their first language, and then giving the response to the question. Additionally, increased wait time has proved to enhance the cognitive techniques applied by a student to give responses. Relationship between Increased Wait-Time and diminutive Thinking Several studies indicate that teachers wait time is often associated with the thoughtfulness and comprehension of a student answer to classroom questions (Huntley, 2008). Notably, teachers do not give sufficient time for students to internalize, think critically, and se comprehensive knowledge to respond to classroom questions. Teachers who only give elementary English nomenclature Learners (ELL) students a few seconds to respond to classroom questions evoke student recall on a subject rather than critical thinking (Cruz and Thornton, 2013). In galore(postnominal) occasions, ELL students translate the question into the first language to understand it