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Immigration in the us essay
Immigration in the us essay
Immigration in the us essay
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America as we know it, is comprised of many different races and ethnicities. The United States of America is often referred to as a giant melting pot of many different spices and flavors. As a differentiated group of people, rights of equality, protection, and free education have not always been given to those who immigrate from other countries. History shows the fight that immigrants have used in Supreme Court cases to gain these equal privileges and not be excluded or discriminated against. Many cases that would involve ELL challenged the as source of the definition of justice. English Language Learners (ELL) can be categorized as immigrants as their native language come from them having a different background from the natives in the place …show more content…
public schools in 2000-20001, nearly 4.6 million or 9.6 percent were identified as English language learners” (Koenig, J. A., & Bachman, L. F., 2004). ELL are in school systems across the board as a group of individuals in need of education that is suited for them to grasp knowledge. In testing data for companies such as NAEP, the term LEP or limited English proficiency is used instead of ELL but still means that “students developing English proficiency rather than their limitations” (Koenig et al., 2004). ELL persons are therefore classified as students that are beginning the process of gaining knowledge of the English to be integrated into a new school system meant for English speakers. These students’ goal is to strive to understand how to speak, read, and comprehend English dialect according to American …show more content…
Doe case. This case resulted in “the Texas Legislature authorizing local school districts to deny enrollment in public schools to foreign-born children who were not “legally admitted” to the United State” (The Immigrant Policy Center of the American Immigration Council, 2012). Non-native students and most times ELL, also had to begin paying extra tuition for enrolling into public school based on this back ground. In a video presented by PBS, Peter Sagal speaks about a Mexican family that had to pay one thousand dollars for each of their children because they were not natives. This specific family filled a Class Action suit that recognized the wrong doing of the school system. The case ruled out discrimination against
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
Immigration is, and has been, never a fair game for the people who do not possess certain privileges. Broadly for the poor and for the people of color, but specifically for people of color, immigration (and perhaps life thereafter) was a site of struggle, then and now. It is not an imagination; however, it is a daunting truth that many of the immigrants live by, both during the turn of the twentieth century and the immigration in the later twentieth century until now. At both times, some were able to assimilate and fully achieve the American status, while some did not, and people who were allowed full incorporation were people with certain privilege: the racial privilege. In the late nineteenth century and early twentieth century, race was
The purpose of the study is to compare divergent teaching methods in Canada and China, and to identify which teaching approaches are effective to Chinese ELL students. The research contains pre- and post-tests, and one open-ended survey for 20 Chinese ELL students at one university in Canada.
Race figured prominently in the development of immigration policies in the U.S. It had been most important characteristic used to determine whether or not one would be considered an American for many years. Predetermined by earlier race relations between Americans of the European and African descend, the black and white paradigm was challenged with an arrival of Asian Indian immigrants. Their dark skin hue and Aryan ancestry put this group of immigrants in an ambiguous position in regards to the right of U.S. citizenship. It is through a case-by-case process of determining one’s eligibility for naturalization that the difference between white and non-white categories had been clarified, contributing to the justification of social inequality and the formation of unassimilable groups of Asian immigrants.
The Immigration and Nationality Act of 1965 was established to reduce racial exclusions in America. The key provisions to this legislation was “to have family reunification, to meet the labor needs, and to have a more diverse nation” (Lecture, October 1)
The United States is in the midst of a major debate over immigrants and their place in our economic and political life. As during other times in our history, immigrants, are being blamed for causing or contributing to the social, economic and political ills of our society. Politicians from both major parties, at both the national and state levels, are promoting a range of punitive legislative proposals that single out immigrants for adverse treatment by the government. Many violate basic civil liberties principles.
Immigration has always, and will always, be an essential part of America’s demographic and cultural diversity. Our country was founded on the immigration of Europeans to the New World. Without them our nation would not be as advanced as it is today. Over the past three centuries, America’s immigration policies have evolved, both positively and negatively. Although we are moving forward, several episodes in our country’s immigration policy have targeted and attacked certain ethnic or cultural groups.
High-achieving students in the ELL group are being removed and redesignated as Fluent English Proficient (FEP) when they become language proficient. At the same time, new limited English proficient students are being added to the group. This can cause a drop in the overall score of ELLs and places pressure to do well on
While on one hand, all human beings are said to be equal in the Declaration of Independence, on another it didn’t extend these equalities to white males without property, non-white males, or females at the time. The declaration sets forth a paradigm, or model, of universal natural rights for all human beings, as well as a political paradigm where Americans are considered “one people”. This political paradigm creates the anti-philosophic distinction of “Us” v. “Them” in regards to immigrants within the United States today. America is said to be a nation made up of immigrants, yet only makes policies that favor those who come from Western Europe because they both look similar to us and are much easier to naturalize considering their culture and heritage is usually more closely related to the cultures that already exist in the United States. Originally, within the first 100 years of our country, the U.S. contained an “open-door policy” for those who qualified under property, ethnic, or gender classifications. Asian discrimination began with the Chinese Exclusion Act of 1882 which later led to 1917 legislation that created “barred zones” for Asian immigrants.
To say that immigrants in America have experienced discrimination would be an understatement. Ever since the country formed, they have been seen as inferior, such as African-Americans that were unwillingly brought to the 13 colonies in the 17th century with the intention to be used as slaves. However, post-1965, immigrants, mainly from Central and South America, came here by choice. Many came with their families, fleeing from their native land’s poverty; these immigrants were in search of new opportunities, and more importantly, a new life. They faced abuse and Cesar Chavez fought to help bring equality to minorities.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
IRIS module “Teaching English language learners: effective instructional practices” addresses general instructional strategies which can be beneficial to students who are learning to speak English, levels of language proficiency and implications for assessing English language learners. The module also provides useful overall information about programs which support ELL students as well as general characteristics of ELL learners. I personally enjoyed the module because it includes helpful pieces of advice about what teachers should know about students who are learning to speak English. I have learnt that in order to meet the needs of students who do not speak English and improve their educational outcomes, it is very important for a teacher
English is one of the world's fastest growing languages. What's interesting is that this increasing number is comprised of non-native speakers. Simply put, a non-native speaker of English is one whose first language is not English. It's no surprise then that that there are more non-native speakers than native speakers of English seeking employment in the TESOL field. However, in looking at job postings for ESL teacher positions most (about 80%) of these positions require that the candidate be a native speaker of English (“Dave’s ESL Café”- various job postings). Why is so much emphasis placed on "native speaker?"
The English Language Development Standards are critical to the success of students identified as English Language Learners in our classrooms. The ELD Standards make crucial demands of educators and require educators, schools, and districts to hold themselves accountable in the delivery of ELL specific instruction. By ensuring equity in instructional practices, these standards “seamlessly integrate[s] language development within the context areas” (Gottlieb 2016). The goal of the ELD standards is to provide meaningful ELL instruction in an inclusive and equitable manner.
The demands for students with low academic content knowledge, and with little or no vocabulary are great and crucial to improving English Language Learners’ (ELL) accomplishments. They are also important for sustaining graduation rates long term. Bilingual Education (English and Spanish) is vital for students and parents who come to this country and want to maintain a relationship with the community and the school administration. Spanish culture and their native language will make for better communication. Furthermore, it is a way to prevent dropping out of high school given the risky nature of their absenteeism, poverty level, lack of parental involvement among other factors.