Development Paper : English Language Learners

Within the past ten years, the number of English Language Learners (ELLs) has doubled. An increase of more than 2 million ELL students in the U.S schools, left professionals within the field of education with no choice but to face the challenge of understanding cultural differences. In addition to this, educators must understand how these differences affect students’ language development, learning style, academic achievement and most importantly, his or her performance on standardized tests. These differences must be understood, valued and respected by all service providers, especially those who are involved in the decision making process concerning the placement of students in special educational programs. (Roseberry-McKibbin, 2014).

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

When it comes to teaching English Language Learners, math is often an under researched topic because it is thought to be a language of numbers (Janzen, 2008). A misconception that many educators share is that because math uses symbols it is not associated with language or culture (Bresser, Melanese &Sphar, 2009). Not all English Language Learners are the same, and often times ELLs enter a new classroom that requires proficiency on both mathematical and linguistic levels. ELLs come in with different levels of schooling, some come from a situation where they have been attending school regularly, so the transition is not as hard as it is for the students who really have not attended school on a regular

Abstract This case study is centered around a eight year old girl who is in the second grade at a public elementary school in Alta Loma, CA. A pseudonym, Maria, will be used as to protect her privacy. Maria is an English Language Learner who spent the first part of her life living in Pomona, California with her large extended family. She moved to Alta Loma just before her fifth birthday with her mother, father, and older brother. Her older brother is now thirteen years old and he is currently enrolled in the sixth grade at a local public middle school.

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

Hi everyone my name is Kyle and it is nice to see all the people interested in this course. I have been interested in coding for quite some time now but I have never gotten around to attempt to learn it. So to sum it up I have practically no coding experience but now that I am in a course such as this I can begin to learn the basics of one of the languages and boy am I eager to learn.

English language learners and partnerships with families, communities, teacher preparation, and schools is an article within the Handbook of Urban Education written by Ana Christina Dasilva Iddings, Mary Carol Combs and Luis C. Moll which focus on creating partnerships with families, communities, teacher preparation and schools to help English Language Learners become more successful in school.

For this case study, I observed my 11-year-old cousin. Her name is Alice Katherine Villafuerte. She is pale in skin tone and has small dark brown eyes. Her hair is very thick and straight, and has braces, and wears glasses. She lives in a two-story home and shares a room with her 8-year-old sister, Megan. The home has a big backyard where Alice and her sister often play during the day. She attends a public school. They have many toys and video games. Alice plays soccer some days after school. The mother says, “They are always playing around but they don’t clean up their mess in their room.” I chose to do this case study on Alice because she is the only one in this age range I can observe and get in contact with, including her family. She is

It is important as a teacher to make sure that they communicate with English Language Learners parents. ELL parents may have a difficult time becoming involved in their student’s academics because they might not know the English language as well. As a teacher, I will want to help the ELL parents as much as possible. I will inform the parents that I am here to help them in any way possible. And that I have found some very helpful community resources that aid in English acquisition and serve immigrant families that may be able to help them out. There might be a lot of questions that the ELL parents might have that as a teacher I will not know the answer, this is when the community resource can help them out. It was mentioned that when someone

English language learners are students whose first language is not English. Consequently, ELLs have lower reading ability levels compared to non-English learners (Begeny, Ross, Green, Mitchell, & Whitehouse, 2012; Ross & Begeny, 2011). In addition, different ELL categories exist: long-term ELLs, migrant ELLs, and transnational ELLs. Long-term ELLs are United States citizens who have been enrolled in American schools since kindergarten; however, these students are classified as limited English proficient because they have not successfully acquired English during their elementary years. Furthermore, transnational ELLs move back and forth from their native country to the United States; therefore, the constant move between countries inhibit

The passage of the Every Student Succeeds Act (ESSA), which is the reauthorization of the Elementary and Secondary Education Act (ESEA), along with areas that are the same, it also brings some significant changes to requirements for English Learners (ELs). Below are the highlights:

Words enter our vernacular through a variety of ways, including our friends, the entertainment world, or even when we read. Most people who have a talked with a teenager or watched a reality show have heard the words “sick” and “frenemy”. When we hear someone say, “That’s sick” it is safe to assume he or she may be describing something or someone that is not actually feeling under the weather, but instead something that is awesome e.g. “that car is sick”. The same is true of the word “frenemy”. This word has become more common in recent years. It is often used on reality television shows, but has actually been in existence since the 1950’s (Oxford Dictionary, 2014).

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and