More young americans nowadays are being raised in homes speaking non-English, but these students are falling behind in schools where there is not a bilingual program available. According to the U.S. Department of Education, in schools without a bilingual education program, 71% of English speakers are at or above the basic requirements for fourth grade reading while merely 30% of non-English speakers reach this level. 35% of English and 8% of non-English speakers reach proficient reading levels while only 9% of English and 1% of non-English speakers perform at advanced levels. It’s evident that the availability of a bilingual program is crucial to the success of an individual who needs the resources that can be given to them through the use of bilingual education. The percentages of the non-English speaking students previously mentioned could undoubtedly be comparable to those percentages of the English speaking students if the education they were being provided with was cohesive to their comfortability, and the material being taught was in a language they could better understand.
Around 1959, bilingual education took flight in the United States. Starting in Miami and quickly making its way San Francisco, bilingual education soon led to the Bilingual Education Act, which promoted “No Child Left Behind”. Only twenty years later, the act acquired the attention of high schools around the country. Nonetheless, bilingual education is not always taken to be the cure-all for acclimating immigrants to the United States. In his article “Aria: A Memoir of Bilingual Childhood”, Richard Rodriguez argues that students should not take part in bilingual education by explaining how it takes away individuality and a sense of family through the use of ethos, diction, and imagery; Rodriguez also uses parallelism and ethos to point out how a bilingual childhood can help students feel connected to society.
English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.
Bilingual education has been a debatable subject since its conception during the case of Lau vs. Nichols, in the early 1970’s. However, in that case, the court only ruling was that the children’s
Bilingual Education where Supporters feel that students miss a great deal by not being taught in their family’s language. That children that retain their family’s language will retain a sense of individuality. Their ethnic heritage & cultural ties. Helping Students acquire the skills of a classroom crucial for public success. Rodriguez also discusses the use of teaching and using a single language.
Bilingual education is an academic approach followed by some instructors, which is using the native language for new English learners for instructions. Within the international context, bilingual education has become a necessity due to the high number of immigration, colonialism and the great number of local languages (Yushau & Bokhari, 2005). This approach in instruction has reflected back positively or negatively in many dimensions such as social, psychological, and pedagogical. However, bilingual instruction is an effective way of teaching English as a second language, in case of well implementation it can be seen as an educational advantage. This literature covers a wide variety of opinions that revolves around a topic that researchers find it controversial, this review will highlight the major question and findings which emerge in
English language learners enrollment in the Council member districts has remained relatively stable over the past several years. In 2007-08, 1.1 million ELLs were enrolled in urban schools, accounting for 16.5 percent of total district enrollment. In 2009–10, 1.2 million ELLs were enrolled, accounting for 17.5 percent of total district enrollment (Uro & Barrio, p. 26, 2013). The No Child Left Behind (NCLB) Act of 2001 required students in grades three through eight to be tested every year in reading and math. While NCLB now holds educators more accountable with student learning, it now also tests English language learners (ELLs) in content areas (Coltrane, 2002, p.1). This denotes a question of validity and reliability with assessment. The
The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all the same, to assess where students are as they learn the English language. Is this assessment enough or should alternative assessments be required?
Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.
Based upon the Bilingual Education Act of 1968, all English Language Learners (ELLs) “shall be kept in an adequate program until they can read, write, and comprehend English well enough to participate meaningfully in all aspects of the school’s curriculum (Education Commission of the States (ECS) website, n.d., para. 4). While keeping these parameters in mind, I began taking a closer look at the support my school district has in place to aid in the education of ELLs (primarily Hispanic) and their families. Drawing upon my years spent at both the elementary and secondary levels in my district, I would conclude that there is not enough being done to ensure that our ELLs can meaningfully
These standarized tests were not created to measure students’language proficiency .With the No child Left Behind Act(NCLB), states have to use standarized testing to measure students’ adequate yearly progress(AYP). According to Paige , one of the proponents of the NCLB, standardized tests deliver a valid and reliable means of measuring student learning, and this method expands on teacher-made assessments(Hulsh 2005). Test results alone should not be reliable and valid to measure students’learning. Acombination of assessments and projects can be more reliable and valid to show students’ yearly progress. Because English learners students lack the language proficiency to read and comprehend the questions, the results shoould be considered worthless. The invalid results don’t speak to the students’abilities. Fry mentioned that 46% of 4th grade students in the English language learner (ELL) category scored “below basic” in mathematics in 2005 and that that about 51% of 8th grade ELL students are behind whites in reading and math (Fry 2007). It is nearly impossible for half of ELL to receive a low score in the test. These numbers don’t always mean that the students don’t know the answer, but maybe the numers tell us that the english learners lack the reading comprehension needed to unsderstand the questions. According to Haladyna, students stop taking the test or mark answers aimlessly not because they didn’t learn but because they can not read and nonresponse and omitted responses are more prevalent with English language learners (Haladyna, 2006). When taking the math test, students migh know the answers , but can interpret the question wrong therefore giving a wrong answer.
After many phone conversations, messages left, and emails with different ESL teachers and board of education members, information regarding English Language Learner (ELL) placement assessments were finally found. Schools need to provide an appropriate and equal education for students with different skill levels in many different areas. Luckily there are many formal assessments available to schools to not only assess student academic skills but their English language proficiency as well. Joplin School District’s policies are governed, for the most part, by state and federal mandates. This is because it is a public school district that receives federal funding; making public schools responsible for upholding the standards set forth by the
Chapter 7 discusses the importance of advocating for the ELs’ equitable access to assessments. As teachers of ELs, we are very aware of how the annual high-stakes assessments are culturally and linguistically biases.
There are not many advantages for English language learners whereas standardized testing is concerned. Teachers will have to create individualized ways in monitoring students’ progress to gain true assessment results.
For this investigative assignment, I interviewed three of my closest friends about their perspectives on bilingual education in the United States. One of my friends, who I will call “A,” said that bilingual education is important for students because it helps them broaden their perspectives on the world. Students are exposed to learn different cultures and respect them, promoting multiculturalism in our country. “A” said that if students were only exposed to English-only classroom setting, they would most likely be ignorant of other cultures. She also told me about her experience when she was in an ESL program during her middle school year. She described the program as useless because she and her classmates learned broken English from each other. She somehow managed to get out of the program and put herself into the mainstream English class. My other friend, who I will call “B,” stated that bilingual education is helpful in developing a wider cultural perspective and cultivating a person suitable for the globalized world. As a foreign-born American and working as an international student coordinator, she emphasizes the importance of acknowledging and respecting different cultures. She believes that bilingual education can help students to achieve better knowledge on growing multiculturalism in our country. My last interviewee, who I will call “C,” also believes that bilingual education is important to cultivate young minds by helping them to respect not only their own but