Synthesis of Scholarly Literature

Empirical Literature Analysis
Name:
Course

Introduction
The development of effective teaching model for the adoption and understanding of English as a second language takes different forms and initiatives. The teachers responsible for the development of the learning skills must, therefore, find workable formula and plan that would offer a faster effective understanding of the language. Therefore different research projects have been advanced to explain how the language skills can be adopted by the learners to be able to understand the development of the language. This section understands the similarities, the differences in the concepts that can be adapted to explain the language acquisition skills in the educations set up by looking at the research models by Hipfner-Boucher, Rodina, Perla Gámez, Johanne Paradis, and Yuliana Rodina. The empirical literature analysis looks into what the researchers are similar or different to understand the knowledge acquisition in the learning of the languages. The different approaches they took and the possible answers they got also form a major part of the study.
Similarities in the Research Projects Done On Language Acquisitions
According to the research undertaken by Hipfner-Boucher et al., the objective of the study was to find out the need to have an understanding on how the 56 months old, that is approximately four and half-year-olds were acquiring knowledge in English based on their family backgrounds (Hipfner-Boucher et al., of 2014).

The research required that the level of knowledge that the children got was comparable between Language Learners (ELLs) and the English monolingual (EL1) group. The methodology was based on comprehensions and recall, where they were to speak, and the number of words they spoke correctly, as well as the vocabulary, was recorded. The originality of the research was vested on the act that all the participants were kindergarten students who had no interest to modify their behaviors, as a way to create a biased kind of reply, something common with adults.
The same research model has been applied by different researchers to achieve the same results. All the other research studies in their category done by Rodina, Perla and Gámez, Johanne, and Rodina focused on the language acquisition skills from the children who were kindergarten children, also called preschoolers. Their research studies, therefore, focused on children who were between 4 years and six years. Further, the research studies deployed the same approach of comprehensions and recall, where the students were put into situations of free speaking or storytelling.
Moreover, the conditions set for the various studies like the entry knowledge and the cultural differences were similar with some children speaking one language and other two languages from home. The sampling plans that the teams used in their research projects remained fairly similar with the highest populations sample in the research being 63. (Gámez, & González, 2017), and the last being 16 students (Rodina, 2017). As such, it is possible to conclude that the research projects deployed the same models to carry out the development of knowledge in the language teaching and learning.
The Differences in the Research Projects
One of the main differences that were observed in the research was the kind of data analysis that was developed. Some research projects, like that of Hipfner-Boucher et al., 2014, used direct observations and counts of the number and length of words used correctly, in a data analysis called ANCOVAs. Later, others used regression analyses in a similar study (Hipfner-Boucher et al., 2015). However, others like Gámez & González, 2017, used repeated ANOVAs in the data analysis and yet others used longitudinal analysis (Uchikoshi, Yang, Lohr, & Leung, 2016) or progressional analysis (Paradis, & Kirova, 2014). In all the cases, there were different kinds of data analysis deployed by the various researchers. The kind of data analysis that was applied by the various players in the research teams was meant to involve the element of research validity. If the different research elements come up with similar results from the independent research studies, then it can be generalized and believed that the research projects have been successful in interpreting their objectives and goals.
Further, the children who participated in the research also differed based on their entry knowledge they had before joining the English classes. Some were from the native English speaking families; others were Hispanics, Indians, Spanish Norwegian-Russian as suggested by Rodina and Portuguese. Further, the development of the different cultural backgrounds means that the success of the projects could be reached by the research teas having related research projects reporting the same thing from different backgrounds.
Conclusions and Findings
The overriding findings from across the research is that the manner in which people are taught and acquire new language skills is dependent in the background that they have. The background may include the languages that they have with them before joining the English related class. As such, the number of languages, whether one or multiple can influence the efficiency of English language learning. Further, cultural background, save or native English, do not influence language uptake.

References
Gámez, P. B., & González, D. (2017). A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers. International Journal of Bilingualism, 1367006917728391.
Hipfner-Boucher, K., Milburn, T., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. (2015). Narrative abilities in subgroups of English language learners and monolingual peers. International Journal of Bilingualism, 19(6), 677-692.
Hipfner-Boucher, K., Milburn, T., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. (2014). Relationships between preschoolers’ oral language and phonological awareness. First Language, 34(2), 178-197.
Hipfner-Boucher, K., Milburn, T., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. (2015). Narrative abilities in subgroups of English language learners and monolingual peers. International Journal of Bilingualism, 19(6), 677-692.
Paradis, J., & Kirova, A. (2014). English second-language learners in preschool: Profile effects in their English abilities and the role of home language environment. International Journal of Behavioral Development, 38(4), 342-349.
Rodina, Y. (2017). Narrative abilities of preschool bilingual Norwegian-Russian children. International Journal of Bilingualism, 21(5), 617-635.
Uchikoshi, Y., Yang, L., Lohr, B., & Leung, G. (2016). Role of oral proficiency on reading comprehension: Within-language and cross-language relationships. Literacy research: theory, method, and practice, 65(1), 236-252.