Data gathered from the American Community Survey (ACS) report in 2007 on the percentage of U.S. population, age 5 and over, relates that out of 281 million people, 55.4 million are speaking a language other than English at home. This segment of population constitutes over 24% and it has increased from 1980 to 2007 more than 140%. Out of the 55.4 million people whose primary language is other than English, 62% are Spanish language speakers, founding the largest group of foreign language speakers in the United States (Shin & Kominski, 2010). According to the National Center for Education Statistics (2012) in United States’ public schools, English Language Learners (ELL), formally known as Limited English Proficient (LEP) is the fasted growing student population. Between 2009 and 2010, approximately 10% or 4.7 million students enrolled in public schools were ELLs. School districts data from 2000-2001 reported about 9.2% of the ELLs were served in Special Education, compared with 13.5% of all students in special education, the highest percentage of students being classified with learning disabilities (Zehler, Fleischman, Hopstock, Stephenson, Pendzick, & Sapru, 2003). Sullivan (2011), who analyzed the disproportionality in the identification and placement in special education of ELLs, has also indicated an increased overrepresentation in special education, especially under the category of specific learning disability (SLD). Moreover, other studies have shown a higher proportion of ELL students overrepresented in special education starting third grade or higher, compared with ELL students from lower grades who were underrepresented in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Samson & Lesaux, 2009). Causes for mis... ... middle of paper ... ... 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. Lack of effective instructions, lack of opportunities for learning, and limited English proficiency should not be a decisive factor when making eligibility determination (Chu & Flores, 2011). Special education determination should be rather based on data supported evidence and alternative assessments scores, which show that, in spite of the instructions in English as a second language as a second (ESL) or bilingual programs used, the ELL students do require more intensive instruction.
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
A longstanding national issue that continues to concern the public is the disproportionate representation of children from diverse racial and ethnic backgrounds in special education. The fact is that the proportion of minority students in the population of school-age children has risen dramatically to over 35%, which is increasing the diversity of students in many public schools throughout the nation. This makes the phenomenon of disproportionality especially troubling. With a growing population of minority children comprising a greater percentage of public school students, we must be responsive to the growing needs of an increasingly diverse society. The overrepresentation of minority students in special education has been posed as an issue for more than 3 decades, but it is worth asking whether the efforts of legislative actions, educational reforms and legal challenges have really made improvements to this issue. More importantly, disproportionality should be examined as a correlation to underlying conditions that can pose a great effect upon not only the quality of a child’s education, but also ______.
According to the 2011 census, over 20.8 percent of the United States population spoke another language other than English (www.us-english.org). Language barriers, cultural differences, and immigration have been a part of life in the United States for decades. Language is considered a vital tool in the construction of someone’s identity and an expression of culture. In the last 200 years immigrants have chosen to make the United States their home, but some proceeded with caution by slowly adapting to the English language and culture.
When do English language learners need to be placed in special education? 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.
While perceptions of learning disabilities (LD) may vary according to country, culture, and teachers, it is often necessary to diagnose students in order to receive funding for services. It can be helpful to recognize those learning disabilities that students may have in order to provide extra assistance when necessary. It would be advantageous, too, if wide recognition of LD could take away the stigma that is often present. However, since LD is a multi-faceted topic, labeling often carries a negative connotation and can lead to ostracizing of students. It is beneficial for a student if the classification of a student with LD results in an enhanced educational experience.
Build on learners' prior knowledge; (4.) Provide constant review; (5.) Simplify language; (6.) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz & Burt, 1995). Assessment of English language learners with special needs should...
The statistics of those not speaking English could lead to the idea that English is diminishing in certain sections of the United States. An example of this is shown in the article “Why the U.S. Needs an Official Languag...
The largest language spoken in the United States after English is Spanish, with more than 37 million speakers (Brunner). This makes the United States have the second largest Spanish-speaking population in the world, only behind Mexico and in front of Spain itself. This number has been growing in The United States at an exponential rate. “[Spanish] is also one of the fastest-growing, with the number of speakers up 233% since 1980” (Lopez, Gonzalez-Barrera). As this trend continues over the years the 17% of the population, which speaks Spanish in the United States may increase to a significant enough amount that it could rival that of English. Several years down the line, the most commonly spoken language could become Spanish. As the growth of Spanish increases in the United States, it seems illogical to make only English the official language. If there were to be an official language then Spanish and English should both become official, forcing businesses to put all their products in both English and Spanish.
Sociocultural influences on ELL students are very strong; some families feel that their social life is a major part of their culture. The use of bilingualism is someone that is fluent in two different languages. An ELL students home language can be quite different than English. The students’ family may have no desire to speak English. This cause many learning delays because of the lack of practice. The parental and community resources for English acquisition in my area are scarce, but they did locate an amazing website for ELL families. The school district around me can improve their home and school relationship by getting the families more involved in their child’s education.
Teachers’ should not be held accountable if the students doesn’t succeed in learning a new language, because ELL students’ success comes also from good behavior and social emotional skills that are developed at home. (Winsler, Kim and Richard 2014) describe that the child’s skill and fluency in the first language-spoken can be an important factor in successful second language acquisition because they use aspects
This chapter is from the book Foundation for teaching English language learners and the author is Wright (2010). In this chapter they explain what ELSe is, what they do, and why it is important. In the CELLs their is three fundamental components which consist of primary language support, English as a second language, and content-area instruction. This chapter has strong reasons that prove why ELLs programs are beneficial for students. Wright states that it is easier for students to learn in their native language and then to apply those skills they learned in their procedure of learning English. The Dual language program is based on expanding biliteracy and bilingualism, understanding cultures, and achievement on both languages. This program is for half English learners and half English speakers from Kindergarten or Pre K to all the way to High School. The program of Dual language provides two different classes. One class is taught 50% in English and 50% in the student's’ native language. Furthermore, the other course is 90% in the student's’ native language and 10% in English. This course of only 10% of the material tough in English is what the service learning class I help in consists
For English Language Learners, the ability to read at or above grade level is one of the biggest metrics of success in their education. However, many of these students lack the level of formal education that other students may have and they continue to lose time as they move through the immigration process, which can take years. That problem, combined with all of the struggles surrounding language acquisition, makes it difficult for most ELL students to exceed past a middle school reading level. This problem is made worse by Arizona’s lack of consistency in ELL placement. Arizona places ELLs into one of four categories – Pre-Emergent, Emergent, Basic or Intermediate – based on their scores on the Arizona English Language Learner Assessment.
According to the reauthorized Individuals with Disabilities Education Act (IDEA) in 2004 the definition of Specific Learning Disability (SLD) requires that the child who has received appropriate instruction does not meet State-approved grade-level standards in one or more areas. These areas include oral expression, listening comprehension, written expression, basic reading skills, reading fluency or comprehension, and mathematical calculation or problem solving. In addition, the child's lack of sufficient progress can not be primarily the result of a visual, hearing, or motor disability, mental retardation, emotional disturbance, cultural factors, environmental or economic disadvantage, or limited English proficiency. In other words, the child
Currently there are about 6,000 languages (Language Loss). “10,000 years ago, there may have been 12,000 languages (Cancio).” In the next century about ninety percent of all world languages could go extinct, because “languages are no longer being learnt by children” (Law). Some of these languages are also being lost because people move to the United States in search for a better life. Another cause would be that “the United States is failing to graduate enough students with expertise in foreign languages” (Saiz, and Zoido 523). In 2009, there were 38,517,234 immigrants in the U.S. (Batalova and Aaron). In 2011, 23 percent of children from elementary school and secondary school in California had LEP, or limited English proficiency (Percent Limited English Proficient Student). Bilingual education is one way of teaching a child in his or her own native language while learning English at the same time (Bilingual Education). Schools should teach a child in their native language while teaching the child English because it helps preserve his or her culture, secure a better employment future, and bilingual students perform better in school.
The purpose for the development of an English Language Learner intervention was that many students who had tested out of the ELL program were not finding success in most of their classes. There was a recognized need for intervention in this area. One of the action plan goals is to increase the graduation rate from 86% to 91%. Also to increase the English Language Arts proficiency scores that have decreased from 48% in 2012 to 23% in 2013. Lastly to increase the Math proficiency scores which have also decrease from 37% in 2012 to 29% in 2013. In order to achieve these goals the ELL coordinator began the intervention by meeting with students who are not currently enrolled in her Sheltered English class, who were failing one or more class. Each student participated in a one-on-one conference with the ELL coordinator and a learning plan was developed. The learning plan addressed the students test scores in reading, writing, mathematics, and science. The data used in the development of the plan included CAHSEE, CST, and benchmark scores. The next part element of the plan was a discussion of the subject area or areas wherein the student was in need of intervention. Once these areas were identified, the student’s specific needs in the subject were discussed, and an intervention, complete with strategies, was developed. The student was then monitored every six weeks to determine whether or not the student had made satisfactory progress or achieved mastery. The students were also asked to reflect on how the intervention process was working. If the students were not being successful with the intervention, the next step was to hold a student support team meeting to discuss remediation strategies, includi...