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Success in ELL Programs

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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.

There are many cultural and social factors to an ELL student. The “notion of culture as a dynamic entity--not simply a collection of foods, clothes, and holidays, but a way of using social, physical, spiritual, and economic resources to make one's way in the world” (Leighton, 1995, pg.1). When an educator takes the time to get to know the families the students will learn more efficiently. The only problem with that is the educators “schedules are already full, teachers resist devoting that much time and effort to an activity that the most "efficient" of them can imagine replacing with a short questionnaire sent home at the beginning of the year” (National, 1994, pg. 4). With educators too busy to take the extra time to get to know the students’ families these students will not learn through their background knowledge.

An educator that “provides instructional strategies that support additive bilingualism enhances Cognitive Academic Language Proficiency and subject matter comprehension” (Otaola, 2008, pg. 6) will make ELL students successful. Students th...

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... from http://www.ed.gov/pubs/ModStrat/pt3i.html.

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