Matthew P. O’Sullivant “In Laboratories for Inequality: State Experimentation and Educational Aceess for English Language Learners”, explains the challenge schools go through when public school standards are consently changing public school standards, “Although the United States has a long history of both multiculturalism and multilingulism, the state and the governments have frequently sought to limit the impact of “non-American influences on American society generally” (O’Sullivant, 687). Based on the government involvement in public school takes away from the state having a personal touch and reaching to students diversity. One of the challenges that can raise concerns for educators is not having the methods of creating a lesson plan that can be related to students in a personal level. One of the ways teachers create learning lesson to be personal for students is by adapting to their current knowledge in their native language. O’Sullivant, focal point is the government control has when it comes to the education of those who are ELL students, and the need to always change school standards to remove students native language.
This resulted in low academic achievement rates for the students. Bilingual education programs were developed to try to resolve this dilemma in the American schools. In these programs, teaching was given in both Spanish and English. Some attempts were eventually made to set a standard for the bilingual education and make it a nationally recognized idea. The Bilingual Education Act, passed by Congress in 1968, made an approach to legitimize the instruction of non-English speaking children (U & W, 317).
It is true that one needs to learn the English language to be successful, but forcing one to give up his or her cultural background is going against everything this country stands for. English immersion does just that by forcing the student to give up his or her cultural background and language (Faltis 191). Late exit bilingual education allows the child to progress effectively through the educational system with the instruction given in English to the extent to make this possible (Schneider, 1976, p. 128.). To throw a student into a classroom that speaks a language that is not familiar to them and forcing them to adjust in three years like English immersion does is not fair to the student.
Basing on the failure of legal challenges against the proposition, there is need other options to preserve the bilingual education in schools as the violation of civil rights and the lack of clear indications on the level the learner has to attain in order to join the mainstream classroom. Schooling is a major issue of the judiciary and the legislature in matters of education, desegregation of schools and teacher accountability. It is necessary to maintain bilingual education from the political, cultural and the pedagogical perspective .Therefore the proposal have to be passed basing on the effectiveness of two systems and the net impact on the teachers and the students as opposed to the vacuum in legal
2. THE DEBATE The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process. 2.1 ARGUMENTS AGAINST THE USE OF L1 IN CLASSROOMS In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001).
Each article gives a model to use in assessing. Each article expresses the difficulty in assessing these children. I would like to know why some LEP children go into special education rooms and others do not? Is it because the teacher doesn’t have the understanding of the child or that they are too lazy to deal with that child? It seems to be very reasonable and logical that a children is LEP that they will score low academically because of the fact that American schools are based on the English language and using English to learn.
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... ... middle of paper ... ...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
Through consideration of their lack of understanding of the English language, effective instructional strategies, and accommodations, the question of language barrier or disability can be clarified. While it is still unclear which method of bilingual education is best for teaching ELLs English acquisition, useful strategies from each model can be implemented to aide in the process. In the classroom, considerations should be made based on the individual student and their level of progression. Hopefully future research will uncover more useful information on teaching English language learners with and without disabilities.
The common core state standard creates extra pressure on teachers, puts our students at a true disadvantage, and removes parent involvement from our student’s education. Teachers are our hidden gems. Although not treated as such, they are a resource that is overlooked and underappreciated. In my opinion, there are three types of teachers: The driven teacher with a passion to educate students, the... ... middle of paper ... ...repeat itself. With the new standards our children may take a test that seems confusing and they may even get a little discouraged by feeling that they have no knowledge over the subject when they truly do/ Is that what the common core was created for?
Pre-service education must provide our educators with techniques to learn different cultural diversity aspects. Researchers found that a school may unwittingly contribute to student aggression through inappropriate classroom placement, irrelevant instruction, inconsistent management, overcrowded classrooms, rigid behavioral demands, or insensitivity to student diversity (Gable, Manning, and Bullock, 1997; Gable and Van Acker, 2000). Van Acker, Grant, and Henry (1996) collaborated with this assertion when they stated, “teachers require information on their pattern of interaction with individual students. Only then would differential treatment of specific students become evident” (p. 332). Updating curriculum by incorporating race, gender, and multicultural perspectives can be beneficial in defining the classroom as a multicultural learning environment (Benns-Suter, 1993).