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 hold in- cartridge clip that teachers should obligate to ELL scholarly persons. ELL scholarly persons lodge a challenge because of their words-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 response that a student gives to a question. However, ensn beive learning for learners does non solely contribute to response given by ELL students. Wait era 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-pause time, within-teacher presentation pause time, within-students response pause-time, post-teacher question time, student pau se-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 affair through volunteering more answers that are appropriate, increase in the analysis and synthesis of the context , which results to students giving evidence-inference responses that are more speculative( Cooper and Irizarry, 2013). increase wait-time contributes to im prove students self-confidence in responding to questions, increased rate of student ask 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 tongue and then critically evaluate the questions to give a response, teachers can influence the quantity of correct responses to questions (Cooper and Iri zarry, 2013). According to Mohr & Mohr (2007), a teacher should allow fit wait time to support ELL students to switch from hearing in a foreign language into logical thinking 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 Critical Thinking Several studies indicate that teachers wait time is often associated with the manifestation 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 slope Language 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 many oc casions, ELL students translate the question into the first language to understand it