We are seeing more and more children who come from an increasingly broad range of linguistic, cultural, religious, and academic backgrounds attending American schools (Kim, 2011). As the number of students whose first language is not English increases, programs such as English as a Second Language (ESL), dual language, and other similar programs are being implemented within the school system. Lueck (2010) started noticing that though a large number of these students were enrolling in schools their parents were refusing the language support services the schools offered their children. In order to be allowed entrance into one of the ESL programs students are tested on their English language proficiency with the Ideal Proficiency Test (IPT) as mandated by the Texas Education Agency; also if they score below the 40th percentile on the IOWA Test of Basic Knowledge and Skills. If the students fall within these categories then the parents are notified and they can approve or deny whether their child will receive these services.
According to Lueck (2010), many of these services were being denied for students due to the parents’ lack of knowledge or clarity of the programs. Many of the parents believed that the classes were to be instructed solely in Spanish, not realizing that the ESL programs were to benefit anyone who was acquiring English as a second language. The parents in the Lueck (2010) study were educated about the programs throughout the school year, and towards the end their attitudes started to a more positive view. They described the process to be admitted into the program as promptly, thoroughly, accurately, and professionally administered (Lueck, 2010).
This study was biased due to its small population and it did not in...
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...ams. Being informed about ESL programs can benefit the student as well as the parent.
Cassity and Harris (2000) also give out some helpful recommendations to increase parent involvement such as (1) conducting home visits when culturally appropriate, (2) scheduling conferences at regular and consistent intervals, (3) if it’s possible providing transportation for important events, (4) reaching out to the parents in their native language, (5) engaging in the parents education, (6) being flexible with the time the parents can attend, and lastly (7) celebrating the community’s diverse cultures and traditions. Demonstrating these practices will show the parents respect as well as show your interest in the child’s education making them want to participate more. As parents and teachers come together they can create an educational environment that suits every child’s need.
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.
This essay will consist of two analyses of significant legislations. One is the reauthorization of 1994 regarding the Bilingual Education Act (BEA). Two is Title III or English Language Acquisition Language Enhancement and Academic Achievement Act. The three states discussed in this essay regarding English language learner issues are California, Arizona, and Massachusetts. However, these three states share the anti-bilingual education law. California enacted the law in 1998. Arizona initiated the law in 2000. Massachusetts approved by legislature the law in 2002. This essay will also discuss the comparisons with the anti-bilingual law passed in these three states, explanation of challenges with the anti-bilingual law in the three states and an explanation of the benefits of the anti-bilingual law in the three states.
“In recent years the Hispanic population in America has achieved status as the largest minority group in the United States surpassing African-Americans (Baker, p.438).” This sudden increase in the Hispanic-American population is monumental when looking at the past few hundred years when African-Americans held the spot as the largest minority group in the United States. Across the United States this sudden and unprecedented influx of primarily native Spanish speakers has become more visible in some areas than others. Due to the rapid growth and migration of this group it can be seen that many migrant children have not had the time or the opportunity to learn English well enough to achieve success at their particular grade level in the public school system. Many of these bright and eager to learn migrant students fall by the wayside upon entering the public school system. Due to the rapid increase in populations of migrant students in various parts in the United States it has become necessary for localized school systems to adopt and implement programs, utilizing assistive technology, to incorporate English language proficiency programs to help teach migrant students so that they might have a chance at achieving success and continuing to higher education taught exclusively in English.
The front doors of Chamberlain Elementary School in Goshen, Indiana are plastered with advertisements for GED courses for Spanish speakers and bilingual memos reminding parents of the upcoming parent-teacher conferences. Colorful posters in either Spanish or English, with the corresponding translation posted alongside them, deck the hallways. Over a third of the student body belongs to a linguistic minority group, with Spanish being by far the most common language. Thus, Chamberlain administrators and teachers face the daily challenge of meeting the needs of a diverse student body within the context of an English-speaking public institution. The school is well known throughout the area for its efforts in embracing diversity, projecting itself as a multicultural institution, and connecting with families regardless of their cultural background. However, in meeting the linguistic needs of its diverse population, Chamberlain falls sadly short. Volunteers or trained teachers pull students out of their classrooms for a brief lesson each day in English as a Second Language (ESL). Language minor...
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability.
In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience
Build on learners' prior knowledge; (4.) Provide constant review; (5.) Simplify language; (6.) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz & Burt, 1995). Assessment of English language learners with special needs should...
The TBE is composed of an incremental approach to learning English for young students. This evaluation focuses on young students, because they are the main recipients of TBE programs and they are also the primary interest of the evaluator. At the participating schools, the bilingual education program provides content area instruction in Spanish, while English is introduced progressively. In kindergarten, students obtained instruction in Spanish 90% of the time, but as they go to higher grade levels, the amount of instruction that use native language is lessened to include more instruction using English. For instance, by grade 5, the amount of instruction provided in English was greater (80%) than the amount of instruction provided in Spanish (20%) (De Ramírez & Shapiro, 2007, p.798).
Bilingual education involves teaching material in two languages. In America, this includes ESL (teaching English as a second language) for students whose native language is not English. Bilingual education simply helps those students who would otherwise be helpless in actually learning the material in their English-only classes. It also helps English-speaking Americans learn another language, like Spanish. This is useful to them because America’s demographics are indeed becoming more diverse and thus, better language skills should be employed. Implementing bilingual education in the school curriculum is due to the passing of legislation at the government level. As of now, English immersion programs exist because of the Bilingual Education Act (a.k.a Title VII), which was passed along with the Civil Rights Act in 1964. (Cerda; Hernandez, 2006) At that time, it was expected to change ethnoc...
This is when we need to step up and help the parent and the child so they don’t fall through the cracks of the education system. We need to increase parent involvement in each child education. Increasing parent involvement, begins with education the parents. Parents don’t realize or know how to get involved with their child’s education. There are many ways families can be involved in the education process. The parent is the child’s most valuable teacher for their whole life. The most benefit this will bring to the families is confidence. Teachers need to help the parents know that they can assist in their child’s education and can help them at home. There are workshops and training to help families get involved. The key is to offer incentives to the training to help increase the parent’s attendance, Communication is the one key with the parents. In today’s socially they are many ways to stay in contact with parents because of technology by email, text, or social media. Invite parent to come to the classroom and volunteer and see firsthand what a day look like for their child in the classroom. Have different events that will increase parents interest and eventually great participation. Another idea could be to send home activities that encourages family involvement. This can be activity that have the parents engage with each other and can be short and dynamic. The
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...
Family involvement today goes far beyond attending parent-teacher conferences, awards ceremonies, and chaperoning on school field trips. Educator’s expectations for parental involvement has changed, and there is a plethora of research that proves that involvement of parents in early childhood education is essential to the success of students. Research points to the following three points as the main reasons why parental involvement in early childhood education is important and beneficial:
Parent involvement affects all aspects of a child’s education. Parents must be involved as teachers, learners, supporters, and advocates of their child’s learning (Hopkings). Studies show that kids who know that their parents are involved and interested tend to take more responsibility for their own learning and behavior. Schoolwork and grades improve. Work habits improve. Less work is handed in late. Fewer referrals for behavior problems are made. Attendance increases, and fewer kids show up late for class (Hopkings). With all this information documented it shows the true importance of parent involvement in education. The more involved the parents are, the better off each child will be. So when you become a parent, get involved in your child’s education!
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
When it comes to parental involvement, most people agree with the “why”; it’s the “how” that poses the challenge. The vast majority of parents want to be involved, but face significant barriers in doing so. The vast majority of schools welcome parent involvement, but with short parent meetings (for which both sides struggle to find time), it’s hard to know exactly what to do.