For years, English was the dominant language of the United States. Now, demographers are predicting that in the year 2030, English language scholars will only be approximately 40% of the schools population in the United States. California has already surpassed that amount; 60% to 70% of the students speak a language other than English for their main language. Many think that Hispanics is the fastest growing group, in the United States, but they are actually the second highest, next to the Asian population.
More teachers are trying to learn Spanish, but there are still many that do not understand the language. For years, researchers have been trying to think of a new way to teach Spanish-speaking students the English language. There are many theories by different researchers, but from this research, I think that the perfect solution has been found. Creating a program that unites the Hispanic and English language, such as the "Dual Immersion" program, would be the most accurate way to solve this dilemma.
To find out more about this topic, many researchers had to go into an actual classroom of Hispanics trying to learn English. Now, what they tried to figure out is an easier way for the student and the teacher to learn English. A teacher examined a girl that originally spoke Spanish. She tried to learn English, but struggled severely. The question asked from the researcher was, "Does the student have a language-learning disability or is she merely manifesting the normal process of acquiring a second language?" (Bowen).
This foreign student may have struggled because of her habits of her language. For example, Spanish mixes up the words differently from English. Therefore, when an English-speaking person says, "the red hous...
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Walking around I can observe that student’s population is Hispanic who are ESL. This student’s first language is Spanish and has little bit knowledge of English. They are able to take conversation with their peer with the Basic English they know, but struggle to talk in complete sentences. For example the
Throughout Richards early childhood development he quickly understood that in order to succeed in America he would have to learn to confidently speak in English. Richard is Hispanic American and although he was born in America, Spanish was the only language that he was exposed to as a young child. He grew up in a home where Spanish flowed freely, but he soon realized outside of his home the language that he primarily knew was foreign. His parents spoke fluent Spanish along with all of his relatives. The brief encounters he experienced of his parents speaking English were only in public places and the proficiency was very poor. Rodriguez’s home was as a safety net for him and his Spanish speaking family with they are his only real connections to the outside world. It wasn’t until Richards encounter with his teachers that he and his family was heavily impressed on the importance of developing a public language. After the encouragement of the visit home from a teacher as a family
Many people witness "small miracles", and attribute them to God, when, in fact, angels may likely author the event. Speaking of miracles, some people believe that the reason more asteroids don't hit and damage planets is because each planet also has a guardian
Bilingual education in public schools has been the topic of much discussion over the last several years. This discussion has been prompted due to the ever increasing numbers of Spanish-speaking persons emigrating to the United States, especially in those states that border Mexico--California, Arizona, New Mexico, and Texas. What the debate seems always to overlook is our country’s other non-English speaking members. This country is now and has always been the “Melting Pot” for the world with persons emigrating to this country from most every country in the world; however, we commonly gear the focus of bilingual education toward our Spanish-speaking citizens.
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. 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.
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
Monzó and Rueda (2009) conducted a study examining the concept of passing for English proficient in Latino immigrant children. They studied a group of Latino English language learners (ELLs) in and outside of school. They not only observed these students but also interviewed them as well. Within these interviews students opened up about their feelings about their first language, English, and their place in American society. Monzó and Rueda (2009) then found within their data the most common forms of passing for English proficient that these students used.
Bilingual education involves teaching material in two languages. In America, this includes ESL (teaching English as a second language) for students whose native language is not English. Bilingual education simply helps those students who would otherwise be helpless in actually learning the material in their English-only classes. It also helps English-speaking Americans learn another language, like Spanish. This is useful to them because America’s demographics are indeed becoming more diverse and thus, better language skills should be employed. Implementing bilingual education in the school curriculum is due to the passing of legislation at the government level. As of now, English immersion programs exist because of the Bilingual Education Act (a.k.a Title VII), which was passed along with the Civil Rights Act in 1964. (Cerda; Hernandez, 2006) At that time, it was expected to change ethnoc...
Bilingual education has been a politicized topic of debate for years. There are many whom support bilingual education being incorporated into students’ curriculums while others are adamant that it should not be a part of the classroom. Those that are opponents of bilingual education seem to fear the idea of students being exposed to a second language or becoming proficient in two languages. Bilingual education has many dimensions and definitions, which can cause some confusion, but the benefits of its inclusion into student’s curriculum are irrefutable.
... made in regard to differences and similarities between LD and language acquisition. When teachers and professionals form a base of knowledge about the second language acquisition process and they develop understanding of the characteristics associated with learning disabilities, it increases the likelihood that effective interventions are employed for ELL students with or without LD.
Dual language programs can go by different names like two way immersion, bilingual education or dual language immersion. The purpose of this program is to help students develop bilingual skills and achieve academic performance, these programs offer students the opportunity to learn a different language that can benefit to their future. With dual immersion programs students get to learn half the day in the native language (English) and the other half of the day in the targeted language. Students are still following the same curriculum as students who are not participating in the dual immersion programs, they are just learning the material in a different language.
Included in Old Testament theology is the belief in angels. Devotion to the angels and in particular, to St. Michael, dates to the very early beginnings of the Church. An angel is a pure spirit created by God and it is given to certain spiritual beings or intelligences of heavenly residence. “Angel" comes from the Greek angelos, which means 'messenger'.
Angels or angelic-like beings are mentioned in many other religions including several middle-eastern religions, often as animal spirit guides in native American or pagan cultures. However, the majority of angels are reported by people of Catholic or Christian (Protestant) faiths.
The doctrine of angels is called “Angelology” which is one of the ten major categories of theology and angels are a part of those ten studies. Scholars have many views about angels