The Board Of Education Has Changed Their Approach On How They Teach English Language Learners

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The board of education could benefit by changing their approach on how they teach English language learners (ELL). If the board of education were to pair up with local colleges, they could have professors who graduated with a specialty in teaching ELLs. In order to encourage students to specialize in teaching ELLs, the Board of Education could offer incentives. An incentive could include offering jobs to students from local schools that qualify against the requirements set by that county. Over the years, it has been noticed that the population of ELLs is growing rapidly. A research conducted by Young and his colleagues found that: “Presently, English language learners (ELLs) in grades K-12 constitute the fastest growing subpopulation of students in the United States (Kindler, 2002)” (Young, Cho, Ling, Cline, Steinberg and Stone. 2008. P.170). With a population that size, it is important there are teachers who are fit to effectively teach ELLs. According to Batt’s research on solutions to ELLs, “Seventy-two percent of the school districts in the state with vacancies in ESL in 2005-06 reported the positions were hard to fill or very hard to fill (Balcom, 2006)” (Batt. 2008. P.39). Another study on ELLs was conducted by Jason O’Brien to evaluate teacher’s attitudes towards training for them. To better understand their attitudes, O’Brien held a survey. In this survey he asked teachers to respond whether they agreed or disagreed with the following statement: “I had adequate training in college courses to teach ELL students effectively.” (O’Brien. 2011. P.27) From this survey he found that around 33% of participants answered with disagree and nearly 19% answered strongly disagree. (O’Brien. 2011. P.27) In addition, later in the survey 1... ... middle of paper ... ...edge… teachers can teach vocabulary in a meaningful and effective way and help more students to succeed in high school and, ultimately in life” (Dong. 2013. P52) Action is required now; our ELL community cannot continue to be tested on the same things with the same teaching habits and not expect to earn the same results. Like O’Brien mentioned in his article “If these needs are not met, as a nation we risk losing out on the future contributions of ELLs who are not educated as well as their English- speaking counter parts.” (O’Brien. 2011. P33) This proposal doesn’t require new resources, just makes use of the resources we have. Providing jobs to those who meet the requirements shouldn’t involve hesitation. During research, Batt found “An average of 2.97 ESL and bilingual staff were employed in their schools, whereas an average of 4.40 were needed.” (Batt. 2008.P41)

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