The growth of the ELL student population has increased in all states over the last 20 years. However, ELL parents have difficulty obtaining information from their child's school or attempting to participate in school events. These barriers, which often include poor understanding of English, unfamiliarity with the school system, and differences in cultural norms and cultural capital, may limit parental communication and school participation. However, research shows that parents' participation in school events has a positive effect on improving student achievement and school attendance rate, regardless of socioeconomic background or ethnicity. It is, therefore, important to find practical ways to improve ELL parent involvement and student achievement. …show more content…
In 2000, 6 out of 7 elementary school students and 2 out of 3 middle school students lived in homes where English was not available. Over the past five years, ELL has increased language isolation even in schools that are concentrated in a few schools. Research has begun to document the impact of such isolation trends. For example, in an analysis by a metropolitan school district, Frankenberg and Lee argued that black and Latino exposure to white students was reduced and language isolation was not confined to Latino ELL students. Some Asian ELL students are also isolated. Almost 40% of all children with parents born in Vietnam and China were linguistically isolated and low income backgrounds. Korean parents' ELL children are also linguistically isolated at a relatively high level. In addition, most schools with a high ELL population show a strong correlation between the lack of English language skills and poverty, as confirmed by the 2000 Census data, due to the large number of low-income populations. As a result, poorer schools that target an intensive population of low-income ELLs generally have low educational capacity. In addition to not speaking or reading English, schools with a high ELL population face the problem of communicating with parents whose literacy level is lower in their native language. Many ELL parents did not graduate from …show more content…
For example, many ELL families value collectivity with an emphasis on interdependence and group well-being, but schools often stress individual competition. Another common value of the ELL community includes extended family support, including respect for the elderly. Schools can take advantage of these strengths by inviting extended family members, such as seniors, to participate in school activities. Schools can develop diversity by developing an understanding of cultural values reflected in school policies and the cultural values that ELL students
California public schools are where a majority of English learners are concentrated. Therefore, by implementing these policies at public schools and charter schools the policies would resolve specific problems for ELL students. This educational approach of education will produce students who are culturally and academically capable in two languages and who also value cultural diversity. All students regardless of primary language will be held to the same high academic standards. The program should include elementary, middle and high school level students. Rather than having ELL students separated, they will be able to remain in the same classes as non-English learners, to develop their academic growth in both
One Misconception regarding ELL students is that immersion into an English-speaking classroom is enough for students to learn English.
In pursuing my ELL endorsement, I found it to be very beneficial to interview current ELL teachers. They shared their insight and expertise in this field. I interviewed the middle school ELL teacher at my school, an upper-elementary ELL teacher and early-elementary teacher in my district. I asked twelve questions that pertained to their experience teaching ELL. These responses are valuable to future ELL teachers and general education teachers who teach ELL in their classrooms.
The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.
For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.
I propose to you a case study on a pre-kindergarten English language learning student through qualitative research. My goal was to find out if he faces any problems with regards to his behavior, academic progress and attitudes towards his teachers, classmates and parents. His name is David and just recently came to the United States from Russia about two years ago. He has a complicated time understanding what goes on in his environment because of the language barrier. The one positive aspect for David is that my assistant in the class is Russian as well. Even though he has a hardship speaking the English language and understanding his peers, my assistant helps translate words from Russian to English for him and vice versa.
Promoting school-community relations with Hispanic parents begins with identifying the barrier that prevents involvement or engagement is school issues. Those issues can include lack of knowledge on American schooling, transportation issues, limited English spoken, or problems with work or childcare availability. Once these barriers can be broken, an aggressive approach can be initiated to close the academic gaps many English Language Learners are facing. Zimmerman (2011) states the six strategies for enhancing Hispanic parent involvement include; "remove language barriers between the parents and the schools, address economic obstacles that hinder parental involvement, schedule activities to make transportation easier for parents, empower and
In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to “Say what I say” or “Copy me,” encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994).
This paper will be focusing on two articles that deal with Ell children as well as the policies and programs available for ell children. The two articles that will be discussed are Starting Early with English Language Leaners by Maggie Severns and Chapter Two from Menken, K. and García O. Book Appropriating Language Policy on the Local Level by David Cassels Johnson and Rebecca Freeman. These two articles provide us two different views on ELL services in two major cities in the United States which are Chicago and Philadelphia. Although these two articles discuss two different cities we are shown some of the similar views and struggles that they have with ell programs and policies. Therefore, this paper will explore the struggles of these ell programs as well as the policies and strategy of each city.
As an IT help desk personnel I provide support and assistance with equipment and software used in computer labs, classes and employee offices. This responsibility requires me to provide technical support to the college community in an efficient and accurate manner. I am considered as the college front liner who will solve basic technical problems and provide support. Working as an IT help desk personnel has given me an insight into my major in college that I wouldn’t have had otherwise. Having a solid foundation of IT basics has increased my understanding for more advanced topics within my major.
The following five ways are, “1.Connect with ELL students’ families, 2. Ensure the effective communication of important school information, 3.Tailor your approach to the family’s cultural traditions, 4. Get parents involved in school activities, and 5. Formulate a plan to encourage parental engagement” ("Five Ways to Engage Parents of ELL Students", 2013) Now let’s break down each step so we can fully understand if these steps are efficient. Number 1: Connect with ELL students’ families- Build a partnership by learning about parent’s cultural traditions and mutual respect. Number 2-Ensure the effective communication of important school information- Make sure to present all school’s schedules and important school information in their native language. By doing this you are making sure the correct information is being passed along. Number 3: Tailor your approach to the family’s cultural traditions- Make sure the cultural norms are embraced. That way both viewpoints are valid and will contribute to the success in their child’s education. Number 4: Get parents involved in school activities- By getting the parents involved you are relaying a message of the importance their personal role in the child’s education. Number 5: Formulate a plan to encourage parental engagement- “Education is everyone’s business, not just that of educators. Encouraging the contributions of ELL families is one more way to help schools work for the betterment of the entire community” ("Five Ways to Engage Parents of ELL Students",
Often the schools in which the implementation of SLS would be most impactful serve low-income and minority populations. Parents have the opportunity, if properly utilized, provide schools with more social supports and economic resources. Studies have also shown that increased parental involvement improves learning and academic achievement. A problem arises, however, when there is unequal parental involvement accompanied by unequal encouragement of parental involvement by educators, which is more likely to occur in schools serving low-income and minority populations.
Although Herndon has implemented a variety of partnership activities, there is still room for improvement for parent involvement in School activities as well as Kids at Hope program activities. Herndon can improve on six types of Epstein parent involvement (especially Decision making and Collaborating activities), such as involving ESL and low income families. The achievement gap is growing among ESL students and Low income students. The ESOL and low income population is increasing yearly. There is a 20 percent increase in the Hispanic population in the last three years. Reaching, communicating and involving these parents is becoming increasingly difficult. Certain clubs like Math clubs and Science clubs are receiving less parent volunteers
During the 1990s the immigrant population expanded quickly and by a large amount. According to Eggen and Kauchak (2007) “experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools.” Educators will need to be educated on how to teach in a diverse classroom. Teachers will need to have an understanding for English-language learning children and the way they learn. All educators must be able to teach ELL students while encouraging them to continue to use their native language while learning to speak English. Teachers must also remember to try to keep all families
“You need to enroll in the ESL class being offered this fall.” said my L& T (Language and Thinking) instructor. I found this question to be deeply troubling. It took me back to the days when I was told that ‘I sounded like I had just come off the boat’ because I had a distinguish accent. Her comment was truly humiliating because she had addressed me in front of the entire class. After class, I immediately called my sister and asked her if I honestly sounded as if I did not speak English. I lived in the United States for 6 years and learned English within four months. However, my accent distinguishes me as a foreigner. Although I never did lose my accent, I was confident in my abilities to communicate with others. This confidence faded away after my instructor questioned how well I spoke English in the presence of others.