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Importance of bilingual education
Essays on importance of bilingualism
Essays on importance of bilingualism
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Question 1 As an educator, I understand that English Language Learners (ELLs) have the challenge of learning curriculum as it is presented in the classroom. ELL student need the opportunities to speak and understand the curriculum materials in the classroom. ELLs benefit from having instructional approaches that utilize language and content in an integrated approach to build language skills to help them succeed in the classroom. According to the National Center for Education Statistics, that ELLs are the average of 9 percent of students in the United States public schools (2014). After reviewing the readings I am under the belief that many ELL student initial start off in a high intensity curriculum based English program. But they are transferred to a standard classroom within the first year and their English language competence hasn’t reached a proficient level. Another issue is that classroom teachers don’t have enough training or the most effective methods to …show more content…
The first tool is to make sure that all instructions are given to students in written form. English language learners struggle with process the spoken language and not making is visual is a hindrance. Utilizing diagram or pictures will help improve comprehension and the ability to grasp concepts more effectively and efficiently. Teachers need to also utilize the peers in the classrooms. ELL students need the ability to practice their newfound language in an environment such as sample groups to show engagement and understanding. A final tool is letting you ELL students pair their native language with English. Usually students who are still fairly new to the English language rely on their native language to feel comfortable and competent. It is okay for them to explain their view initial in their native language but then the teacher would want them to clarify in the English language as much as
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
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.
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
When reading the scenario that was asked for this assignment, I noticed that the teacher didn 't use a lot of strategies to help the ELL students develop language development. But the strategies he did use I thought were a great start. He was trying to lower the effective filter by attempting to give the students positive gestures and smiles to help
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
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.
We’ve all heard the saying “never judge a book by its cover”, but let us be genuine for a second no matter how hard we try we still make judgments about every person we have met. The way they look, dress, hairstyle, and even the way they talk or write. It gives us an idea of how that person carries him or herself. We all know proper English exists so why do we purposely butcher the English language? The words you choose say something about you; are you intelligent or uneducated. The proposal at De Anza College to let students use improper English in their writing assignments is something that should not be passed. Although texting is changing the English language, disregarding Standard English in an academic setting is not a great idea, since everyone needs to understand how to speak English correctly in order to succeed.
I chose this article because the title interested me and after reading the first few lines I wanted to know more. Currently in my computer class I have a few students who are EL. I there I am trying to introduce to them new vocabulary, while also teaching him how to use Microsoft PowerPoint, Microsoft Word and the content knowledge. The classroom setting is changing now days and to understand best practices with our ELL is a growing priority. This article if understood correctly could help me better serve my students and become a better educator. Words for English- Language Learners by Andrew Biemiller argues that ELL students and native-English learners learn in a similar way. The other argument is that it is easy to find the words that are
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.
The Common Core State Standards (CCSS) has caused a shift on what will be focused on in the classroom. These shifts not only affect the mainstream classroom, but the ESL (English as a Second Language) classroom as well. The major change for the ESL classroom and for English Language Learners (ELLs) is a new focus on grade appropriate content area knowledge, instead of just English language proficiency. According to Coleman and Goldenberg (2012), there is little acknowledgement of support for English Language Learners in the CCSS. ESL teachers may or may not feel prepared to teach according to the CCSS. They may also have issues in understanding what the Common Core means for them. One main issue is that the CCSS will dramatically change how ELL and LEP (Limited English Proficiency) populations are taught. It is not the first, and will not be the last attempts to standardize education in the United States.
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.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
English language learners receive native language supports that will decrease gradually as English skills begin to develop and those supports are no longer needed. The immersion program is intended to teach content in English, which in turn will rapidly develop the students' fluency in English. When using English Immersion programs the English language is developed by using the core curriculum and content area instruction. Core curriculum and content are taught by using strategies focused on second language learners needs.
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...
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.