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The importance of equity in education
The importance of equity in education
The importance of equity in education
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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 ELD standards serve as the key to equity in the classroom. They are critical to the success of ELLs learners within a school because they provide the blueprints for ELL students to gain “full and fitting access to grade-level curriculum and, ultimately, to more socially just assessment” (Gottlieb 2106). By allowing teachers the ability to integrate language learning into all content-area subjects, teachers provide high-quality instruction and a “renewed focus on purposeful and deeper learning for students” (Ong …show more content…
The standards clarify what language skills students need to know in order to be successful in their lives. As specified by legislature, preparing students to be literate individuals includes teaching to the specific ELD Standards for each students’ grade-level. These purposeful steps will ensure that language learners are adequately and equitably prepared for “college, careers, and civic life” (Ong & McLean 2014) because students are exposed to “the full spectrum of language and literacy competencies from kindergarten through grade twelve…providing many opportunities for students to apply and transfer skills from the earliest grades” (Ong & McLean 2014). This is the ultimate goal of the standards, to produce literate individuals who have developed the skills necessary for living in today’s
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
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
When I first read about the ESL academy, I was intrigued because I had never attended a professional development that addressed the needs of ELL students. I applied for the academy because there were no teachers in my district with ESL training or endorsements and because I saw it as an opportunity for both professional growth and professional advancement. Although I work in a district where there are very few ELL students, most of the surrounding districts have a statistically significant percentage of ELL learners. I hoped by attending the ESL academy, I would have an advantage by receiving training that will soon be essential for teachers in my district. Because of my previous training on meeting the educational needs of struggling learners and students from poverty, I expected that the ESL academy to offer more information along those same lines.
English learners have classes like ELD, can seek extra help to ensure their understanding in English curriculums, and take certain tests to help their fluency in English. One of those tests that English Language Learners have to take to build proficiency, is the CELDT Test. While taking other classes like ELD, out of the 224 English language learners at a local elementary school who took the test, 8 students got advanced, 57 students got early advanced, 85 students got intermediate, 56 students got early intermediate, and 18 students got beginning in the 2012-2013 school year. ** Out of the 224 students that took the test, 206 students were fluent or almost fluent in English. According to these stats, ELD classes and the CELDT test, help with making an English learner’s proficiency in English almost as proficient as a native English speaker, making the system seem equal for everybody to succeed. But, what happens to the students when they move on to higher classes or come from another country and do not have the opportunity to take these classes. According to statistics published by http://www.pewhispanic.org/files/2007/06/2007-math-01.png, English language learners had the highest percent of students at below basic in English and math in 4th and 8th grade. Students that do not get to take ELD classes, often have lower test scores because
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Mr. O 'Molley should assess both ELL students to help him understand their current language acquisition level. A high-quality academic standard that is being used is Common Core Standards. ELL students are required to be assessed which allows the students to show their knowledge. Assessments allow student 's to show their knowledge in many language domain areas on assessments no matter their level in language proficiency. Assessments will show the teacher where the student is on their language level and comprehension. This will help teachers differentiate lessons for the students so they can succeed and get better in the
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors and days of the week. This personal experience can help her immensely, because she understands the experience of her students and the students can relate to her. This teacher is the only one who is bilingual of the three I interviewed. Interestingly, it is also two of the three teachers first year teaching ELL. These two educators were aides in the program before this teaching job, and they both received their endorsements from the IRC. The other elementary teacher has been teaching ELL for twenty years, and has lots of experience.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability. First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language.
The Academic English Mastery Program (AEMP) is a groundbreaking approach to ensuring the language and literacy acquisition of speakers of non-standard varieties in parts of the Los Angeles Unified School District. Headed by former speech pathologist Dr. Noma LeMoine, AEMP is a response to an article entitled, “The Children Can No Longer Wait: An Action Plan to End Low Achievement and Establish Educational Excellence,” which outlines the difficulties of nonstandard English speakers and the failure of the school district to successfully address these deficiencies (LeMoine, 1999, p. 4). The program began in 1990 with nineteen elementary schools and was originally called the Language Development Program for African American Students, thus designed for African American Language speakers. It has now changed its name to appropriately describe its expansion to over three hundred elementary and junior high schools and to include other groups of nonstandard English speakers who are identified as Limited Standard English Proficient students (LeMoine, 2002, lecture). These constituents, what Ogbu (1997, pg. 234, 235) call “castelike minorities,” include African-Americans, Mexican Americans, Hawaiian Americans, and Native Americans, whose native language is not Mainstream American English (MAE). Students are classified as Standard English Language Learners; they are often misclassified by the school district as “English Only” speakers because a great portion of their respective home languages “[incorporate] English vocabulary but [embody] phonology, grammar, and sentence structure rules from indigenous languages other than English” (L...
The Common Core State Standards (CCSS) has caused a shift on what will be focused on in the classroom. These shifts not only affect the mainstream classroom, but the ESL (English as a Second Language) classroom as well. The major change for the ESL classroom and for English Language Learners (ELLs) is a new focus on grade appropriate content area knowledge, instead of just English language proficiency. According to Coleman and Goldenberg (2012), there is little acknowledgement of support for English Language Learners in the CCSS. ESL teachers may or may not feel prepared to teach according to the CCSS. They may also have issues in understanding what the Common Core means for them. One main issue is that the CCSS will dramatically change how ELL and LEP (Limited English Proficiency) populations are taught. It is not the first, and will not be the last attempts to standardize education in the United States.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
The purpose of the Language Proficiency Assessment Committee is to identify, assess and review the language proficiency and academic progress of ELL students; they are essentially a language liaison between ESL students and their parents and the school district and the state of Texas. This committee is in charge of determining what type of language assessment the student will need to take, analyzing the results of that assessment, notifying parents of what type of program they recommend the child be placed in, and then placing the student in either the bilingual program or ESL program (if the parent approves) to receive the language support he or she needs. They review each student’s progress annually and determine, through analysis of assessments and teacher input, what type of program the student will be enrolled in for the follow year and what the student will be classified as in terms of language
Standardization of the English Language There are several important events before 1500 that, when listed together, show a series of steps in the struggle for English language supremacy. These steps are mainly governmental, legal and official events that pushed English usage. In 1356 The Sheriff's Court in London and Middlesex were conducted in English for the first time. When Parliament opened in 1362 the Statute of Pleading was issued declaring English as a language of the courts as well as of Parliament, but it was not until 1413 that English became the official language of the courts everywhere. Thirteen years later in 1423, Parliament records start being written in English.