Richard Loving, A White Man And Mildred Jeter - 913 Words

ï‚› In 1958, in the District of Columbia, Richard Loving, a white man and Mildred Jeter, a black woman was married. Shortly after the marriage the Loving’s returned to Virginia. Upon returning to Virginia the couple was charged with violating Virginia’s Anti-miscegenation Statue. That bans inter-racial marriages. The Loving’s were found guilty and sentenced to a year in jail but the judge offered to suspend their sentence if the Loving’s were to leave Virginia and not return for 25 years. ï‚› Racial integrity Act of 1924 prohibited interracial marriage and was passed by the General Assembly to protect â€Å"Whiteness† from negative effects of race-mixing. ï‚› What is the Question: ï‚› Did Virginia s anti-miscegenation law violate the Equal†¦show more content†¦In 1959 they were expelled from the state of Virginia for violating the state law that forbids interracial marriage. ï‚› November 6, 1963 - Bernard S. Cohen, representing Richard and Mildred Loving, files a motion in the Caroline County Circuit Court to vacate their 1959 conviction for violating the state law that forbids interracial marriage. He also asks that the two one-year suspended sentences be set aside. ï‚› January 22, 1965 - Leon M. Bazile, a judge for the circuit court of Caroline County, refuses a motion on behalf of Richard and Mildred Loving to vacate their 1959 conviction for violating the state law that forbids interracial marriage. ï‚› March 7, 1966 - In Loving v. Virginia, the Virginia Supreme Court of Appeals upholds the state s antimiscegenation laws. The Court also sets aside the original conviction of Richard and Mildred Loving, finding that a sentence requiring the defendants to leave the state is unreasonable.† ï‚› April 10, 1967 - The U.S. Supreme Court hears oral arguments in the case of Loving v. Virginia. Richard and Mildred Loving, of Caroline County, are appealing their 1959 conviction for violating Virginia s laws prohibiting interracial marriage. ï‚› June 12, 1967 - In Loving v. Virginia, the U.S. Supreme Court unanimously rules that Virginia s antimiscegenation statutes violate the Constitution s Fourteenth Amendment. The decisionShow MoreRelatedThe Life Of Mildred Delores Jeter And Musiel Byrd Jeter1239 Words   |  5 PagesMildred Delores Jeter was born in Central Point, Virginia on June 22, 1939. Mildred’s parents were Theoliver Jeter and Musiel Byrd Jeter. Mildred Loving was of African American, European and Native American origin, specifically from the Cherokee and Rappahannock tribes. Mildred s family had lived in the area around Central Point, Virginia for a long time, where blacks and whites mixed freely with little racial conflict even at the peak of the Jim Crow era. Mildred was a shy woman who became a reluctantRead MoreLoving vs. Virgina783 Words   |  4 PagesLOVING v. VIRGINIA Can you imagine not being able to share your life with the person you love because of the color of your skin? Well, this was the case for those who resided in Virginia decades ago. Interracial marriages were not allowed in Virginia and sixteen other states due to the adoption of the Racial Integrity Act of 1924. The sole purpose of this act was to completely prohibit a white person marrying other than another white person. Marriage licenses were not issued until theRead MoreLoving V. Virginia, Introduction, Facts, Legal Background1567 Words   |  7 PagesLoving v. Virginia Interracial marriage: Respecting the Equal Protection and Due Process Clauses of the Fourteenth Amendment. I. INTRODUCTION This case note will examine the 1967 landmark Supreme Court case of Loving v. Virginia. The Loving v. Virginia case touched on constitutional principles including equality, federalism, and liberty. Just over 30 years ago, it was a crime for interracial couples in Virginia to marry, or to live as husband and wife. Prior to the 1967 case of Loving v. VirginiaRead MoreThe Supreme Court Case Loving V. Virginia1609 Words   |  7 PagesOn June 2, 1958 Mildred Jeter and Richard Loving went to Washington D.C. to get married and they went back to Virginia a few days later. But because Mildred was of African-American and Native American decent, and Richard was white they were arrested for violating the state law that prohibits interracial marriage. At the time, Virginia was one of 17 states, including Texas and Alabama, that had laws prohibiting interracial marriage (Wolfe). The Supreme Court Case Loving v. Virginia is an importantRead MoreEssay on Loving v. Virginia (388 U.S. 1)2059 Word s   |  9 Pagesafter midnight, Richard Loving a white man and Mildred Loving an African American woman were awakened to the presence of three officers in their bedroom. One of the three officers demanded from Richard to identify the woman next to him. Mildred, full of fear, told the officers that she was his wife, while Richard pointed to the marriage license on the wall. The couple was then charged and later found guilty in violation of the states anti-miscegenation statute. Mr. and Mrs. Loving were residentsRead MoreAmerica s Miscegenation Anxiety And The State Of Virginia1383 Words   |  6 Pagescitizenship, or to deny any person â€Å"the equal protection of the laws.† After the Supreme Court ultimately neutralized this amendment through its decision in Plessy v. Ferguson, the southern states, individually, built legal barriers between blacks and whites in practically every aspect of life. America’s miscegenation anxiety, very clearly documented in legislature, can also be found in social thought and theory. Indeed, Thomas Jefferson’s Notes On The State of Virginia must be thought of as one ofRead MoreHow The Virginia State Statue Of Anti Miscegenation And The Fourteenth Amendment Essay2353 Words   |  10 Pagesbiracial marriages and segregation laws that were discriminatory in history. I read the short story about the Loving family and their pursuit to the Supreme Court in 1967, I thought of my own family history and realized that my paternal grandparents would’ve been prosecuted had they lived in Virginia or any other state that prohibited bi-racial marriages in the 1900s. My grandfather was an Irish man and my grandmother was a Native American Crow Creek Dakotah/HoChunk woman, luckily they weren’t victimsRead MoreShould Same Sex Marriage Be Legal?2556 Words   |  11 PagesAlia Thompson Wanosky APUSH, Block F June 10, 2015 US History: Definition of a â€Å"Real Marriage† Can the US government define a marriage in 2015? In the United States, marriage is defined as â€Å"a formal union between a man and woman† [New York Times]. It is estimated that 229 million people currently are legally married in United States [Freedom to Marry]. But at the same time only thirty-six states including the District of Columbia is where same sex marriage is legal [Freedom to Marry]. RecentRead MoreThe Supreme Court and Civil Rights Essay991 Words   |  4 PagesCourt took on more responsibility and started making additional decisions, which in time helped minorities gain their civil rights. It took a couple of years, as a matter of fact till the 1900’s for the Supreme Court to get out of the â€Å"ideology of white supremacy and the practice of racism,† (Smith). Though the decisions of the Supreme Court were not all that appreciated in the beginning, following the 20th century the court really facilitated in the advancements of civil rights. The Supreme CourtRead MoreThe Changes in Society’s Views on Interracial Dating over Time1466 Words   |  6 Pagesinterracial relationships became more relevant. It sparked much controversy after a couple from Virginia was arrested for participating in an interracial relationship. The case, Loving versus Virginia, was taken to the Supreme Court, who found it to be unconstitutional. The couple, Richard Loving, a white man, and his wife, Mildred, a black woman, were married in Washington D.C. Almost immediately after, they went back to their home state of Virginia. However, their happiness was short lived after they

An Examination Of The Course Of Occasions During Which...

This is an examination of the course of occasions in which helped our country s first war. This paper will diagram a huge number of aspects concerning this war. Things tended to are the sea, monetary and political issues that most researchers would consider to be the essential drivers of the war. This item will give a short outline depicting the occasions and numerous complex connections between the countries, economies and political issues confronting this time. The examination and handover of President Jefferson and his basically monetary methodology to attaining to achievement and President Madison acquiring a troubling circumstance in which alternatives were extremely restricted. Despite all of President Madison s endeavors to†¦show more content†¦The United States was moderately youthful as a country and untested by war. At the time, its ground power Army involved about six thousand normal troops. Its Navy represented more or less sixteen vessels. Basically, its military may was as modest and curious. Interestingly, the British Navy represented six hundred boats in its stock while its ground energy Army recorded a quarter of a million men in its positions. Most history specialists have observed there is no single reason for the War of 1812 however a few related reasons. The United States questioned numerous British oceanic practices. In the 1790 s, amid the first time of the war in the middle of Britain and France, The British completed a large portion of these practices. Because of the apparent dangers of an attack by Napoleon, the British implemented lively execution of these arrangements. This neurosis joined with different elements roused the British to disregard the privileges of other non-risk substances to keep any conceivable support to the French. Through the marks of mercantilist approaches starting to waver, American transportation was turning into an expanding risk to British financial and business matchless quality. This was later esteemed a danger to British national security. Impressments got to be an alternate noteworthy component of the oceanic issues. It rapidly turned into a standout amongst the most unstable issues between the two nations. Impressment included the privilege to hunt

Essay the Secret History by Donna Tartt free essay sample

The Secret History – Donna Tartt // Essay by Hanneke van Eijk The five Greek students, Camilla, Henry, Francis, Charles and Richard were patiently waiting near the ravine, hoping for their friend to come. When they almost gave up and were on the verge of leaving, a drunken Bunny emerged from the footpath. ‘So, what’s the story, deerslayers? You all just felt like coming out here to study the vegetation? ’. ‘Well, not exactly’, said the cool voice of Henry and he took a step towards him. Bunny’s eyed widened with startled incredulity. Come on, fellas, you’re joking, right? ’ Henry gave Bunny a push, who toppled backwards and fell to his death. The novel â€Å"The Secret History† by Donna Tartt deals with everything around the murder of Bunny, from the students’ motives till the dreadful moments after his death and funeral. But who is this character Bunny? Bunny, which is a nickname for Edmund Corcoran, is the s on of a football star who turned banker. We will write a custom essay sample on Essay the Secret History by Donna Tartt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He grows up in a loving and devoted family in the suburbs with his four brothers and parents. They live the lifestyle of the rich and famous, but actually don’t have a red cent. Bunny’s best friend Henry says that Bunny’s parents are like reptiles. They hatch their young and abandon them to the elements. What Henry means by this, is that Bunny’s parents always manage to work around the fact that they are poor. This is shown in the fact that Bunny’s parents pay for only his tuition to Hampden University, but that Bunny has to figure out for himself how he will get the money to take care of himself. So, they can put him in a school, but don’t have the resources to provide for him in any other way. Bunny is not a very intelligent boy, but he has developed the skill of tricking people into paying bills or giving him money and he is very successful at stealing food out of the university dorm refrigerators. Of course, friends wouldn’t mind helping out a comrade, but Bunny is a high maintenance boy who – like his parents – wants to live the life of a rich man. A perfect example of Bunny’s trickeries can be found in the book on page 63. Bunny has invited Richard to a lengthy lunch and both boys eat and drink massive amounts of the most expensive foods and wines. When it is time to pay the 287-dollar check, Bunny seems to have â€Å"forgotten† his wallet. Since Richard was the one invited, he hasn’t brought his wallet either, so that Henry has to come to the restaurant and pay for the two boys, knowing that he will never get his money back from Bunny, who he already is very much acquainted to. However, Bunny doesn’t need his skills any longer when he figures out his fellow students’ dirty little secret. He uses his power of knowledge to blackmail them and make their lives a living hell, especially Henry’s, with a disastrous outcome. After a long time of only suspicions, Bunny finds out that his fellow classmates – with the exception of Richard – have killed an innocent farmer during a Bacchanal rite which he wasn’t invited to. He is morally outraged by this and becomes a huge nuisance by making hateful comments, making his friends serve him, making Henry and some of the others pay for whatever he needs or wants and dropping subtle remarks about the death of the farmer when other people are around. This vicious side of Bunny can be found among others on page 226 of the novel, where Richards finds Bunny sitting shirtless in the windowsill of the house kitchen, drinking a cup of coffee and leafing through some magazines. He has Camilla ironing his shirt and he makes a comment to Richard about how women are good for only two things, being too much of a â€Å"gentleman† to mention the second one. He also orders Charles to get Richard a cup of coffee, feeling too good to stand up himself and knowing that Charles will obey him because â€Å"he knows†. The group of deerslayers – how Bunny calls them – is watchful yet weary of Bunny’s behavior, but only see him as a direct threat to their freedom when he goes to Richard and tells him precisely what happened. Luckily for the group, Richard already knows and is on their side. The groups needs to get rid of Bunny before he tells anyone else, and so they do. What they do not know is that Bunny has written a letter to their teacher Julian Morrow on the night he told Richard everything. However, Julian Morrow reads this letter weeks after Bunny’s death and for a moment he believes it is a fake. He finds out the letter is truly from Bunny when he sees the back of one piece of paper, which is paper from the hotel where Bunny and Henry stayed during their holiday in Italy. He then knows that everything he is reading is true and that his students are murderers. The letter from Bunny is important to the story, because it leads to the departure of Julian. Henry, the leader of the students who killed both Bunny and the innocent farmer, saw Julian not only as a teacher, but also as a role model and a father figure. He feels betrayed and abandoned and combined with the massive headaches caused by stress and the grief for Bunny (who nevertheless was his best friend), he kills himself in a selfish yet altruistic way, saving his friend from being exposed and most likely from a lifelong time in prison. (words: 931)

Kiki Smiths Biography and Works

Kiki Smith was born to Tony Smith an American Sculptor in 1954 in Nuremberg, Germany. She is an American born in Germany. Much of her childhood years, Kiki spend assisting her father in his work. She received formal education. She did not love art at her tender age because all her childhood was spent working for her father.Advertising We will write a custom research paper sample on Kiki Smith’s Biography and Works specifically for you for only $16.05 $11/page Learn More She did not enjoy her childhood as other children did. When other children went for fun activities like camping they never had the opportunity, their work was dividing twigs for her father and assisting him in his work. She did not like what he father did and his appearance because of how children made fun of his beard and owning a porches until having a beard became fashionable. Her work involves using sculptors, paintings and drawings in storytelling. Most of her art work especia lly in her early years in her career revolved around the topic of death. Until having a beard became fashionable. Kiki was born to a catholic family. She believes that her upbringing helped to shape her future career as an artist. She compares Catholics with art, in that, the Catholic faith creates a connection between the spiritual world and the physical world that is like art, the Catholic faith brings out what inside is. She also brings out the connection between art and the catholic that both are forms of storytelling. Kiki’s art work employs the use of sculptors, paintings and drawings to pass out her message. She employs the iconography of fairy tales and story in her work, she borrows from the western iconography already lade nor fraught with meaning. The visual symbolism of little Red Riding Hood, the Evil Witch, the screaming banshee, trigger a flurry of associations. Smith breaks this dialogue, however, by interjecting unexpected storylines into the traditional stor ies (Close 170). She has a passion for paintings and sculptures she explains that this is so because with paintings and sculptures, you can redesign them until you bring out what you want. To her, this is a passion and she gives the best (Richard 251). Kiki Smith is more interested in her own world. Her work involves more of making observations then in appreciation she gives a story. It is more of observation than personal interaction. It is about her personal world and how it relates to others. Kiki says, â€Å"The most important thing for me is looking at objects† (Richard 251). She gets inspiration by observing things. She confirms that to her, it is hard to read that she uses observation; even in her school days, she found it difficult to read so what she knows best is paying attention to things or in her words, â€Å"I listen to things, or I listen to what people say† (Seaman 718).Advertising Looking for research paper on art? Let's see if we can help you! Ge t your first paper with 15% OFF Learn More Her works in the beginning of her career mainly were related to death. She would wonder why people die and if it was fit for men to die. This arose after her father’s death. Her work was based on how she could survive and protect herself from death. She thinks art is about one trying to protect him/herself. In her room, she had a skull and had a picture of Charlie Manson. She would speak to the skull and say that Charlie will never get her. This is how much she feared death. She was always afraid of death and kept on thinking that someone would die in their building. She testifies that something strange used to happen in that building and the moment she entered, no one died but they could receive warnings from the fire department and that they needed to clean the house or else a bad thing would happen there (Yablonsky 134). Once she had the phone ring, fear would encompass her and she would not like going home because she th ought someone had died. In her childhood, she always thought death would strike all the time. This influences the start of her career in artwork where, according to her, art work initially focused on death. Never did she understand why people died until she finally accepted that it was okay for people to die. She found death to be strange as a child. She hardly believes in things she has not seen because her motivation is in seeing and not much in hearing. She believes that it is good to be observant for you to get to know a lot. To her, once you see something, you are able to interpret it in other forms (Drake 287). She is a big fan of Virgin Mary. This is because she was raised as a catholic. She has made many artworks in regard to the virgin. Her father used to remind her that â€Å"it was Irish catholic to be morbid† (Drake 287). Most of Kiki’s work borrows from Julia Kristeva especially her beliefs of the â€Å"abject† and â€Å"horror† in her tales about AIDS. Both artists are feminists and have a great interest in sexual matters and women representation. The work of both artists in their artwork creates the picture of feminism that is feminine emotions and psychology. Works Cited Close, Chuck. Kiki Smith. Time 167.19 (2006): 170. Print.Advertising We will write a custom research paper sample on Kiki Smith’s Biography and Works specifically for you for only $16.05 $11/page Learn More Drake, Cathryn. Kiki Smith. Artforum international 44.4(2005): 287. Print. Richard, Frances. Kiki Smith. Artforum international 48.9(2010): 251. Print. Seaman, Donna. Kiki Smith. The Booklist 95.8 (1998): 718. Print. Yablonsky, Linda. Kiki Smith. Artforum international 44.1(2005): 134. Print. This research paper on Kiki Smith’s Biography and Works was written and submitted by user Gunnar Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Primary ESL Learners in Taiwan English Literature Learning Syllabus

Primary ESL Learners in Taiwan English Literature Learning Syllabus Introduction The education enables people to gain new skills in a formal and governmentally controlled way which then benefits the individual’s professional training and promotional ladder movement. Though some people think education to be a rudiment of the renaissance age when this was a concept available to rich people only, it is necessary to emphasize the importance of education on different levels and in different ages.Advertising We will write a custom research paper sample on Primary ESL Learners in Taiwan: English Literature Learning Syllabus specifically for you for only $16.05 $11/page Learn More The age groups of learners vary regarding the essence of learning. For instance, elementary and secondary education is obligatory aspect of ordinary life in most countries of the world whereas ESL learning is the area available to people who want to learn English and master it to the degree of native speaking. At the same time, many nations acknowle dge necessity of learning other languages than the native one in the context of the globalisation and developing cultural diversity issues. The syllabus will include vocabulary, language focus, listening, and speaking sections that consist of specific topics necessary for adequate development of language skills in whole. The present learning syllabus in Taiwan elementary schools was introduced to make the learning-teaching process more effective. Along with the new syllabus, a new assessment scale was introduced to functions as the following: understanding the strengths and weaknesses of students’ learning ability, assisting teachers in monitoring student learning progress, evaluating students’ learning, placing students in learning groups based on given institutional standards (Chan, 2006, p. 37). So, the syllabus for the primary school in Taiwan includes interventions for reading (phonemic awareness), writing, listening, and speaking. Reforms can be considered anot her important aspect of many sectors of human activity including education that should be adjusted to changing needs and preferences of the population with regard to the expansion of businesses into the global market, development of new areas in new fields of industry with the help of foreign partners or involvement of foreign investors. In this respect, ESL learners in Taiwan are facing the necessity of introducing new English literature learning syllabus in accordance with the importance of being in the mainstream of the language learning. Besides, a combination of the most effective approaches to design of the literature learning syllabi can be more effective than the application of a single approach or in-turn application of different approaches.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More So, ESL learners can benefit from introduction of the new approach that is aimed at u sing the task-based and topic-based learning syllabi. The present project is designed in order to outline an English literature learning syllabus for ESL learners of 8-12 years old in Taiwan. The subject will include reading, speaking, writing, listening, and pronunciation interventions for ESL students that would contribute positively to the development of language skills necessary for adequate academic development which is impossible without good reading, speaking, writing, listening, and pronunciation skills. Background The English literature learning syllabus should include the features of the topic-based and task-based approaches because ESL students should benefit more from the introduction of new instructions. The syllabus should include clear instructions and be more oriented on gaining the knowledge on a specific topic rather than on a definite text that is aimed at developing knowledge in a concrete area. General aims of the course include design of a new English learning syllabus or ESL learners in Taiwan. The social, cultural, and educational environments are under the influence of the political and economical ones because of the emerging tendencies in the economy and growth of globalisation. Participants of this syllabus are ESL learners in Taiwan and well-qualified teachers who have experience in primary teaching and ESL teaching as well. The English literature learning syllabus is introduced for the primary EFL students in Taiwan to enable them to gain knowledge in English language and understand the peculiarities of culture better. Theoretical Framework The globalization and the development of an international perspective have pushed English to become an international language or global communication language. Many countries see English as a basic educational requirement (Maurais and Morris, 2003). The motivation and environment have been examined as factors that influence the language acquisition progress by many researchers. As reported in th e study by Gunderson (2008), â€Å"Cummins argued that learning occurs in different contexts [that] provide substantial cues to the learner† (p. 41). Corson (1999) reviews the methods that can be applied to increase the language and literature learning efficiency in the ESL class.Advertising We will write a custom research paper sample on Primary ESL Learners in Taiwan: English Literature Learning Syllabus specifically for you for only $16.05 $11/page Learn More For instance, increase of motivation, reduce the level of anxiety, and increase the level of pupils’ self-confidence and others (p. 199). This means that environment and motivation are of great importance for the ESL students’ effectiveness in learning. The current situation is such as the ESL learning syllabus is mostly based on the insufficient teacher training resources, content-based or topic-based approach to the presentation of new learning material in class, cooperative l earning, and learning in groups when students are divided into smaller groups than the class usually comprises for better acquisition of the presented material. In addition, the current situation with ESL students in primary school in Taiwan is such that students start learning English as a second language in a younger age than they used to before; so, students may experience difficulties related to associations built in the native and the foreign language. Moreover, students are taught to build analogies and simplify more complicated terms and concepts using new vocabulary. Qualification of teachers plays one of the major roles in effectiveness of instructions and the expected outcomes of the teaching process. â€Å"Students who are not isolated in ESL programs are thrust into mainstream classrooms with teachers little prepared to accommodate them† (Flood, International Reading Association and National Council of Teachers of English, 2003, p. 430). As suggested by Carder (20 07), â€Å"ESL teachers for primary (ages 6-11 or 12) should be well-qualified teachers of this age group, with additional training in second language teaching† (p. 38). Besides, the student teacher ratio should not exceed 8:1 (eight students per one teacher) if the ESL syllabus concerns the primary school (Carder, 2007, p. 40). The history of ESL reading instructions was reviewed by Gunderson (2008) who analysed the approaches and reading programmes used by different scholars and practicing teachers of ESL learners with regard to effectiveness of each approach and benefits gained by learners. The first approach includes a bottom-up model of teaching according to which â€Å"most teachers appear to believe students should be taught skills such as phonics and letter-sound relationship† (Gunderson, 2008, p. 36). The second model, in this case, concerns the top-down approach when students are â€Å"asked to read meaningful material† which excludes teaching the lett er-sound correspondence directly (Gunderson, 2008, p. 36).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The compromise between these two models is reached in the third one called interactive which is supposed to combine the designs of both the top-down and the bottom-up models (Gunderson, 2008, pp. 36-37). Combination of different learning syllabi is welcomed in the educational system in order to promote educational level of ESL learners. Variety of views and approaches makes it easier for teachers to use and combine the most effective educational models for ESL students to benefit from them. Ferris and Hedgcock (2005) report about the variety of views developed in terms of the ESL composition writing, namely the opinion of expressivists who think that expressing oneself in the process of writing is the most important part of writing and cognitivists who consider problem-solving and analysis the main components of the writing process (pp. 5-6). Task-based learning can be useful in addressing conditions related to ESL students’ writing practice (Cumming, 2006, p. 163). Hinkel (2 004a) reports about the varieties of instructions for writing classes and importance of writing skills for ESL students. As such, opinion-based reports and essays are aimed at reflecting personal thoughts and vision of a student (Hinkel, 2004a, p. 10) whereas the fact-based exemplification allows the instructor to assess the cognitive concept and the knowledge gained by the ESL student (p. 24). Topic- or content-based approach to the learning syllabus which was introduced in the late 1970s in Australia to cope with the problem of ESL students that should have been included into mainstream school curriculum became a real innovation (Evans, 1996, pp. 179-180). As suggested by Evans (1996), the structure of the lesson was based on a topic, its visual presentation, building of a reading passage, analysis of the passage, and the final writing (pp. 180-182). Besides, careful structuring of the task has been identified as the primary factor for effective teaching-learning process using the task-based approach (Clegg, 1996, p. 17). In addition, the pace of language and inter-language development should be increased to ensure that an ESL student succeeds in learning (Clegg, 1996, p. 18). Different approaches used with ESL students enable the teacher to perform the teaching-learning process more effectively. The study by Brownlie, Feniak and McCarthy (2004) enables the readers to understand the benefits of different models of learning. For instance, ESL students are claimed to benefit more from lessons if they find the tasks a bit difficult and challenging and the instructions do not take the most part of the lesson (Brownlie, Feniak and McCarthy, 2004, p. 2). A literature learning syllabus for ESL primary learners may focus more on topics and vocabulary rather than on specific works of literature (Carder, 2007, p. 55). The process of reading is not only a part of the English literature learning syllabus but also an important element of second language acquisition that has a number of benefits (Carder, 2007, p. 59). Language learning syllabus should be aimed at developing such skills as recognition and identification of definite â€Å"sounds, letters, lexicogrammar, sentence†, â€Å"awareness of language†, and other useful components that would be applied during the entire learning course (Carder, 2007, p. 58). Mississippi Department of Education (1998) insisted on the importance of instructing students how to read; so, clear instructions facilitate learning. Grade books may appear to be too difficult and easier variants can be used. The book by Barchers (1991) is structured in an interesting way including texts and explanations and clear instructions to each of them making it really simple: Read the book aloud. Allow the students to fill in words as they listen. During the second reading, list a variety of examples of alliteration on the board. Find the 60 objects in the book that begin with the letter â€Å"f†. Then list all the foods mentioned in the story (Barchers, 1991, p.146). The study by Honig (2001) advocates the importance of associating the typed text with the speech heard by students. Larkin (2003) insists on the importance of reading words correctly; this method â€Å"†¦ helps students to improve their reading comprehension, increase their vocabulary, and work cooperatively with peers† (p.156). Assessment of the ESL learners enables the teachers to thrust them into mainstream curriculum school so that they became an integral part of the learning process paying no attention to their previous achievement and gaining knowledge in other subjects as well as mastering their language skills. The skills gained by ESL learners are assessed by the teachers in order to identify whether they are ready to enter the mainstream of the curriculum with other students whose native language is English; assessment includes measurement of listening, reading, writing, and speaking skills and pronunci ation (McKay, 2006). At the same time, some learners may feel anxiety while being assessed and demonstrate poorer skills and knowledge than was previously seen in ordinary classes without introducing tests and assessment scales. The task-based curriculum requires students to be capable of fulfilling various tasks that are claimed to become useful for future learning; topic-based curriculum is supposed to be limited to specific topics taught through various visual aids and instructions to facilitate understanding of the topic and build bridges between the native language and second language. Literature-based approach in teaching-learning is isolated in terms of the definite number of literary sources in accordance to which the ESL students are expected to acquire knowledge about the environment and cultural peculiarities of the second language. Competency-based syllabus is designed in a way that makes the ESL students gain knowledge and experience in the areas that are believed to be of primary importance; for instance, students are taught to identify letter-sound relations in order to pas the text on this activity later. Context Analysis The effectiveness of every model that has been in operation should not be questioned because it appeared to be effective for the period in which it operated. At the same time, the model or design is updated as soon as it becomes inappropriate for the audience, other methodologies applied to it, and the results anticipated from its work. In this respect, the effect of the communicative language teaching model has been analysed by Hinkel (2011b), â€Å"The communicative competence model proved highly successful in broadening the scope of classroom teaching and applied linguistics† (p. 348). In this case, this model is worth being used for design of a new English literature learning syllabus for ESL students in Taiwan. Needs analysis can be fulfilled using the needs assessment tool introduced in the study by Nunan (1992, p . 248), can be seen in the Appendices section. According to this tool, students should be surveyed with the help of simple questions that concern their language skills and language difficulties experienced in their ordinary environment. So, this survey enables the teacher to identify without any stressful tests how a student feels about his/her progress in English, communication in different levels, listening skills, and other areas that might require more attention in the process of teaching-learning. Material and visual resources should contain word cards and pictures where all the objects and most situations in different topics are depicted. In this respect, a teacher would not need to write down the words on the blackboard every time. Besides, it would be interesting for children to draw pictures on different topics by themselves to put those up when the teacher asks them in English. Visual perception of the text as well association of words with specific objects is very importa nt. Preparation for every lesson will take a lot of time if a teacher is going to provide every; time limitation would not be a problem in case of clear organization of the lesson with comprehensive instructions. The use of vocabulary and other tools to enrich the students’ understanding of the language structure and meaning and develop ESL students’ desire to learn the language further are the primary tasks of the course. Course Rationale, Organisation, And Approach Aims of the course include a variety of assignments aimed at developing listening and reading skills, writing and speaking skills, and pronunciation. Besides, comprehension of the read material should be an integral part of the expected results of the learning syllabus because lack of understanding contributes negatively to the further learning achievements and influences the entire concept of language learning as it includes many aspects. The course is designed for the ESL learners in Taiwan taking into a ccount the primary school aged 8-12 years. Instructional language with a prevailing number of infinitive constructions will be used to provide instructions in the classroom. The lexical range of verbs will be developed as the class progresses including adequate translations as soon as the verb is introduced for the first time and repetition of the verb accompanied by specific actions. For instance, if a teacher tells â€Å"take your books†, he/she should do what he/she says to show pupils, repeat the same phrase in their native language and repeat it in English again. The assessment of achievement will be performed right after the class (using a 5-10 minute period to find out what pupils got to know). In addition, every class should start with a brainstorming activity to recollect what was said and learn at the previous class. The learning-teaching context will concern an ordinary classroom that will be steadily filled in with words and pictures on the walls referring to the topics studied in the language acquisition, in literature, and grammar. This course strives to help students to gain more abilities for reading, writing and speaking. The following areas will be components of the syllabus analysis and justification: description of entry level to course, description of intended exit level, description of assessment, course description, and course goals. Description of entry level to course The entry level to the course will include needs analysis using the model offered in the appendices section and evaluation of the gaps students may have in terms of the English language acquisition and use in everyday life and activities requiring the use of English language. At this stage, it is necessary to recognise that a student has or might have problems and he/she needs help in coping with those issues. Dividing the class into groups should not be fulfilled in accordance with the language competence level but on the basis of the types of information percepti on. For instance, some students may read and remember the typed text better while others are better listeners and understand the speech on the TV and on the radio better than their classmates. Description of intended exit level The exit level for ESL students that are going to finish this course include achievement of the goals enumerated below. Description of Assessment The assessment of the preliminary stage was already discussed while assessment of each student’s achievement in terms of language acquisition concerns the tests and quizzes aimed at analysis of the speaking, reading, writing, listening, and pronunciation skills. Course Description The course includes information on topics to improve the ESL students’ speaking, writing, listing, reading, and pronunciation skills. Course Goals Improve listing and comprehension skills Strengthen vocabulary Develop students’ basic English communication abilities (speaking including formulation of their thoughts) Ra ise students’ interest in learning English Broaden students’ cross-culture awareness The importance of grammar cannot be excluded from the learning syllabus. The study by Gordon (2007) contains analysis of different approaches used to teach grammar as a part of the language learning syllabus. However, everything can be arranged in the following way: the first phase of teaching-learning should concern noun phrases (nouns, adjectives, pronouns, determiners, noun clauses, and infinitives) (Lester, 2008, pp. 3-119). The next phase of learning should enable ESL students to acquire verb phrases using basic forms of the verbs, special verbs, adverbs, and vary tenses of the verbs (Lester, 2008, pp. 119-273). Finally, active and passive sentences including affirmative and interrogative statements should be introduced to the ESL students so that they could find the application of their knowledge on parts of speech in practice (Lester, 2008, pp. 273-334). In this respect, gramma r can be arranged in the way that meets the topic of the speaking and reading parts of the syllabus. Vocabulary The vocabulary should include the topics indicated in the appendices section in order to make the learning process more well-organized and structured for better understanding of the foreign culture by ESL students in Taiwan. Speaking: The topics for speaking include the same as those for development of ESL students’ vocabulary because the topics should coincide in order to be effective in the learning syllabus. As such, the topics are the same as for vocabulary area: Listening: The same as the speaking and vocabulary areas concerns the listening area because it is important to develop different skills using the topic-based approach. Writing: This area of the learning syllabus should combine the grammar and vocabulary/speaking/listening topics in order to be effective. Nouns and pronouns should be introduced with the topic about ‘myself’ and family while the adjectives would be better used with such topics as weather and appearance. Adverbs can be introduced together with the topic of directions and geography while differences between direct and indirect speech should be learnt in the framework of the discussion of literary sources. Pronunciation: This area should include the same sources as for other areas such as speaking and vocabulary. Grading Scale Writing Assignments 30% Tests/quizzes 50% Class Participation 20% Anticipated Problems And Limitations Limitation of the course includes the number of teacher necessary to accomplish every lesson because the learning groups should consist of 8-10 students and no more. Besides, it is necessary to take into account the amount of materials necessary for every topic and importance of variety of assignments so that students were not bored. Approach To Course Evaluation The assessment of the needs was already offered in the Appendices section while the evaluation of the outcomes should be performed after every class and after every topic using standard tests and evaluation sheets. For instance, Hedge (2000), uses 2 stages of textbook selecting process. The syllabus is designed in the way suggested in this paper using specific topics for instruction and clear explanation of assignments for students. The further gaps of the syllabus can be identified in the process of operation and indicated by the teacher and survey aimed at analysing the students’ opinion and their satisfaction level. Other limitations of the syllabus include the previous experience of the students in English language acquisition and their achievements. The course evaluation should comprise at least two approaches aimed at analysis of the achievements before and after the implementation of the new syllabus. As such, it is possible to introduce a test based on multiple-choice questions for students of 8-12 age group so that a teacher could see their literacy level and divide them adequately in to groups for teaching-learning a new syllabus. The next step in the assessment should include evaluation of students’ achievements after being in the program for some time (at least two months); this means that evaluation should be performed in a stage-by-stage manner to understand the effectiveness of the syllabus and its influence on the learning process of ESL students in primary school in Taiwan. Conclusion The reforms are always important for different sectors of human activity but education is one of the areas where reforms also can be either positive or negative. As a rule, the gaps in the methodologies and techniques are identified after their implementation into full operation. This also causes multiple problems and necessity for solving them. As such, the importance of education was advocated in many studies while others think education to be a rudiment of the ancient ages when this was a method for achieving some goals. At the same time, education remains the meth od of achieving one’s goals because it enables people to think differently, read books, and learn something new due to their skills. The age of learners can vary but the methodologies remain the same because of their proven effectiveness. English is claimed to be an international language and every country attempts to introduce it as a foreign language into the system of education to develop the learners’ interest and desire to learn it in a more advanced level. Every syllabus should be designed in the way that facilitates understanding and learning of the material offered by the teacher. Social, cultural and educational values may shift priorities but the desires remain the same and people often need formal education to go further up the career promotional ladder. In Taiwan, education has a strong basis for English language acquisition and instructions but they want to achieve more in giving their students the best practices and making them more experienced in English . Reference List Barchers, S. (1991). Bridges to Reading: Grades K-3. Florida: Libraries Unlimited. Brownlie, F., Feniak, C. and McCarthy, V., 2004. Instruction and assessment of ESL learners: promoting success in your classroom. 2nd ed. Winnipeg, MB: Portage Main Press. Carder, M., 2007. Bilingualism in international schools: a model for enriching language education: Volume 8 of Parents and teachers guides. Clevedon: Multilingual Matters. Chan, Yu-Ching, 2006. â€Å"Elementary school EFL teachers’ beliefs and practices of multiple assessments.† Reflections on English Language Teaching 7.1, pp. 37–62. Clegg, J. ed., 1996. Mainstreaming ESL: case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters. Corson, D., 1999. Language policy in schools: a resource for teachers and administrators. Mahwah, NJ: Routledge. Cumming, A. H., 2006. Goals for academic writing: ESL students and their instructors. Philadelphia, PA: John Benjamins Publishing Company. Evans, R., 1996. Content-based language teaching: geography for ESL students. In: J. Clegg, ed. Mainstreaming ESL: case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters. pp. 179-198. Ferris,D. and Hedgcock, J., 2005. Teaching ESL composition: purpose, process, and practice. 2nd ed. Mahwah, NJ: Routledge. Flood, J., International Reading Association, and National Council of Teachers of English, 2003. Handbook of research on teaching the English language arts. 2nd ed. Mahwah, NJ: Routledge. Gunderson, L., 2008. ESL (ELL) literacy instruction: a guidebook to theory and practice. 2nd ed. Abingdon, Oxon: Taylor Francis. Hedge, T., 2000. Teaching and learning in the language classroom. Oxford: OUP. Hinkel, E., 2004a. Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, NJ: Routledge. Hinkel, E. ed., 2011b. Handbook of research in second language teaching and learning, Volume 2. Abingdon, Oxon: Taylor Francis. Honig, B. (2001). Teaching Our Children to Read: The Components of an Effective, Comprehensive Reading Program. California: Corwin Press. Larkin, M. J. (2003). Reading Strategies for Elementary Students with Learning Difficulties. California: Corwin Press Lester, M., 2008. McGraw-Hills essential ESL grammar: a handbook for intermediate and advanced ESL students. New York: McGraw-Hill Professional. Maurais, J. and Morris, M. A. eds., 2003. Languages in a globalising world. Cambridge: Cambridge University Press. McKay, P., 2006. Assessing young language learners. Cambridge: Cambridge University Press. Gordon, T., 2007. Teaching young children a second language. Westport, CT: Greenwood Publishing Group. Nunan, D., 1992. Collaborative language learning and teaching. Cambridge: Cambridge University Press.

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