According to the Glossary of Education Reform ("English language learner," 2013), English Language Learners (ELL) are students who are unable to communicate fluently or learn effective in English, who often come from non English speaking homes and backgrounds, and who typically require specialized or modified instruction in both English language and in their academic courses. Immigrants make up 13% of the United States population, and within the 13% many people have children who speak their native language. In 1974, there was a Supreme Court Justice case, Lau vs. Nichols. Kenny Lau was a Chinese immigrant, and his lawyers thought it was unfair for him to only be taught in English when he was at school. Kenny did not know the English language, therefore when he was in school he was not learning.
Introduction: The problem Students in America are not receiving the education they need in traditional brick and mortar public schools. High-performing students’ potential is often stifled as the current system holds them back and low-performing students often become frustrated and discouraged. My experience in a Virginia Title I elementary school offers specific anecdotal evidence of this. For example, a majority of my Kindergarten students (16 out of 20) were considered ESOL (i.e. English for Speakers of other languages).
Mustfa, N. (2002) Grouping in the ESL Classroom. Retrieved December 29, 2011, from Web http://www.melta.org.my/ET/2002/wp03.htm. Rothenberg, C., & Fisher, D. (2007). Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education, Inc.
Grammar and the English language is taught schools across the United States. There are many different students in each classroom and as teachers we need to differentiate our instruction. English language learners; also known as ELL; students tend to struggle with grammar but we help them with learning this through implementing a few techniques. There are two types of ELL students; they are students that are not native to where they are living and students that are bilingual. The students that are bilingual are can range from being fluent to in the process of learning another language.
Figure 1 shows the preferred model for teaching English language learners in the classrooms. Figure 1. Perhaps, the teachers decide to use the pull-out model, which consists of forming small groups of students and teach them, rather than the push-in model, which including the students in content area material. This is because sometimes the teachers did not know how to plan for them because the content area teacher did not provided with material for them to teach the ESL students. Therefore, collaboration between the teachers can help the students keep up with their English-speaking peers; this way, ESL students can succeed.
In the Article, On The Anniversary Of Brown V. Board, New Evidence That U.S. Schools Are Resegregating author Emma Brown states, “High-poverty, majority-black and Hispanic schools were less likely to offer a full range of math and science courses than other schools (Brown 5). This can often result in unqualified teachers and materials that are not useful. Not having sufficient funds to have a normal running good school is the whole reason why many of those students don't succeed. Money is the number one factor in having a successful school system. If there's no money then there are no supplies, and if there are no supplies then how are they supposed to learn.
"Cursive Handwriting in Schools: Should it be Taught?" 15 November 2013. 7ONLINE. 21 March 2014. Zimbler, Suzanne, Yusuf Halabi and Bridget Bernardo.
Very few schools offered academic programs to integrate Hmong students into the society of the school and those that do, have not had any flourishing success. Due to the resulting segregation, both socially and academically, the teaching methodology for these students suffered; become haphazard and improvised. During the initial years of integration, there were very few Hmong bilingual teachers. Hmong students were placed in classes based on an expectation that they would not go on to a higher education and that their ma... ... middle of paper ... ...ubject specific instruction and programming that relates directly to Hmong culture and society. A sense of inclusion is necessary for their success.
Fundamentally, something need to be done to reduce the high number of illiterateness among high school graduate, by considering the factors behind the reality that some high school students graduate from high school without adequate reading skills. Reading John Corcoran book “The Teacher Who Couldn’t Read” shows that there is hope for improving the situation but the fundamental step is to identify the reasons why and how functionally illiterate students are allowed to advance to the next grade. This research paper discusses three factors, social promotion, the use of movies instead of book assignments, and cheating in academic tasks. Firstly, social promotion has be... ... middle of paper ... ...not read. This implies that despite having gone through the education system, these graduates lack the ability for to perform advanced tasks in reading and writing such as filling out a job application and tax form.