English Language Learners (ELL)

666 Words2 Pages
bulb-icon

Recommended: Importance of language acquisition to English language learners

Imagine coming into a new country with no knowledge of their language. Now, imagine being a young child having to come in a new country with no knowledge of their language and having to go to school with the native students. That student who is in a new country and school will feel left out and frustrated. They are around new customs and people, the teaching that they were once used to has change and the teachers, they might speak fast and the student is even more confused and they might want to give up. This is where the school board comes into place and help students that is new to their county learn English with the Teaching English to Speakers of Other Languages(TESOL) program; to include the English Language Learners(ELL) students in the curriculum and have them interact with other students.
In Florida one of the county that have an extreme systematic plan for English Language Development students is Orange County. Orange County, Florida is the home of 130 languages including: …show more content…

Within the year of 2014-2015 and 2015-2016 Orange County ELL grew 17 percent. With programs like Seal of Biliteracy Initiative and Dual language program helps learning English easier and successfully. Seal of Biliteracy Initiative is a commitment that hold teachers and staff accountable to making sure every student educational model that promotes high academi8c achievements while supporting second language students graduate prepared and equipped with the knowledge and skills to participate successfully in college, career, and in a diverse 21st century society. The Dual Language program is an educational model that promotes high academic achievement while supporting second language development. With the Dual language program student is taught in English and Spanish. The first language is sustained, while the second language, which is English, is assimilated. With these two programs Orange County students strive in

Show More
Related

  • Persuasive Essay On General Education

    730 Words  | 2 Pages

    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.

    Read More

  • Diversity in Elementary Schools: What I Learned from ESL Academy

    574 Words  | 2 Pages

    During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...

    Read More

  • Comparison in ELL Teaching Methods in Canada and China: Identifying Effective Teaching Approaches in ESL Instructions for Chinese Speaking ELL Student

    1146 Words  | 3 Pages

    The purpose of the study is to compare divergent teaching methods in Canada and China, and to identify which teaching approaches are effective to Chinese ELL students. The research contains pre- and post-tests, and one open-ended survey for 20 Chinese ELL students at one university in Canada.

    Read More

  • Case Study: English Language Learners

    1010 Words  | 3 Pages

    There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.

    Read More

  • What I Learned from ELL Teachers While Pursuing My ELL Endorsement

    914 Words  | 2 Pages

    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.

    Read More

  • Public Schools Need Successful ESL Programs

    1224 Words  | 3 Pages

    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.

    Read More

  • Bilingual Education and Latino Civil Rights

    1912 Words  | 4 Pages

    Despite the high number of ELL students, it is difficult to know, because of lack of data to see what type of educational programs they participate in. According to Prospects, a 1995 national survey, reading and math were taught in programs using bilingual education in less than half of first and third grade classrooms serving limited English proficient students. Offered more frequently were programs where instruction was offered only in English, or where instructional aides, not teachers, were the vehicles for native language instruction.

    Read More

  • Building Vocabulary in English Language Learners

    1064 Words  | 3 Pages

    Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.

    Read More

  • The History Of Transitional Bilingual Education

    725 Words  | 2 Pages

    TBE supported English Learners (ELs) with their first language in transitioning into an English only educated classroom, and the idea that in maintaining, supporting, and further refining the ELs first language it will connect into learning English. This idea is further clarified by Stephen Krashen (1996):

    Read More

  • English Language Learners

    1899 Words  | 4 Pages

    racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” 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, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.

    Read More

  • Benefits of Creating Dual Language Programs

    1319 Words  | 3 Pages

    Dual language is a form of education in which students are taught to read and write in two languages. The majority of dual language programs in the United States teach in English and Spanish, although there are emerging programs that teach in Mandarin, Japanese and Hindi. The programs start of mostly in kindergarten sand 1st grade and continue throughout primary education, in addition some dual language programs depending on the grade continue through middle and high school. Even Hayward’s own Burbank elementary and Winton middle school are offering dual language programs. Each level of teaching uses a different language ratio in which class is instructed the classes start off with a 90:10 ration and later as years pass the ration becomes a steady 50:50 (Lindholm-Leary, Kathryn J,2001). The goals of dual language immersion programs are to get children to become both bi-literate and bilingual, in other words, they will be able to speak and write fluently in two different languages. Dual language programs are becoming more and more common most of them are in public school but there are some beginning to become present private and charter schools. Dual language education should be introduced in all elementary schools beginning in the Kindergarten to boost achievement for English language learners, benefits it will bring to the community, outstanding brain benefits and lastly cost efficiency in education across the United States.

    Read More

  • The Academic English Mastery Program (AEMP)

    4634 Words  | 10 Pages

    Pedagogical classroom instruction as a means to social change: The Academic English Mastery Program (AEMP)

    Read More

  • Perceptions of ESL Teachers

    2395 Words  | 5 Pages

    TESOL International Association. (2013a). Implementing the Common Core State Standards for ELS: The Changing Role of the ESL Teacher. Alexandria, VA: Author

    Read More

  • Dual Language Programs

    956 Words  | 2 Pages

    The population of the United States increased with school age children speaking English as their second language. Strong community leaders and school districts are needed to ensure English language learners attend effective programs that teach them English and push them to graduate successfully (Buysse, Castro, and Peisner-Feinberg, 2010). School districts across America use their own approach to accommodate the learning of English language learners by having a single or combination of programs (Li and Edwards, 2010). Dual language programs allow children to collaborate in developmental levels such as cognitive with tasks in English and Spanish (Pascopella, 2011). English language learners and English proficient students learn from each other.

    Read More

  • Spanish Dual Language

    1978 Words  | 4 Pages

    The Los Angeles Unified School District prides itself in offering Spanish, and other languages, as a “foreign language” and as part of a dual language program. LAUSD has schools that offer dual language programs in English and Spanish, as well as other languages, that allow students to become immersed in both languages. According to the LAUSD website, most of the secondary schools offer Spanish as a subject, eight Pre-K schools offer dual language programs, and about eighty elementary/middle/high schools offer Two-Way Immersion programs, with Spanish and English being the languages of instruction. An example of one of these LAUSD schools is Franklin High School in 820 N. Avenue 54, Los Angeles, which offers an English and Spanish dual language program in which science and history are taught in Spanish and Spanish is also taught as a subject. This program is offered to sixth through eighth grade students who apply online through a website.

    Read More

More about English Language Learners (ELL)

Open Document