Elsa's Learning Strategies

General education classroom teachers are responsible for providing the primary instruction for English Language Learners (ELLs) development in English literacy skills (Thompson, 2004). Supplying ample resources to accommodate ELLs inside and outside of the classroom are essential as the number of ELL students has grown steadily. According to research, “one out of four of all children in the United States are from immigrant families, and in most cases these children speak a language other than English at home” (Samson & Collins, 2012 p. 4). Further research suggests, “students from a non-English speaking home and background account for the fastest growing population of children in the kindergarten through twelfth grade setting (Short &

It is common in the United States to see DLL preschoolers who attend English dominant ECE programs tend to quickly show a preference towards English and tend to use their home language less and less (Espinosa, 2015, p. 46). Young language learners often experience first language loss, which is when DLLs become more proficient in the English language while their exposure to their native language takes a back seat. It is imperative that attention must be given to both English language development along-side the native language in order to facilitate the cognitive, social, and linguistic benefits of early bilingualism, while encouraging learning readiness goals (p. 46). Learning a second language during early childhood within the United States should not disable the development of the native

The day I stepped off the plane and landed in America, I knew that I’d have to face a great challenge. Being a first generation immigrant from Vietnam, I would have to learn English as quickly as possible. Although I’ve arduously prepared for this transition by learning basic vocabulary and grammar in my native country, I quickly realized that my practical aspect of using the language such as listening, conversing, pronunciation to be insufficient. By immersing myself in an English-speaking world, I finally addressed my lingual deficiency within a year.

The United States is continuing to grow in the number of families that are immigrating to our country. According to Washington State Institute for Public Policy (2007), “As of 2000, there were approximately 107,000 immigrant elementary students and 100,000 middle and high school students in Washington State, based on U.S. Census data.” Children from these families enter our educational system knowing very little English and they are considered to be an English Language Learner (ELL) defined by “those whose primary language is a language other than English and who have English language skill deficiencies that impair their learning in regular classrooms” (Malagon, McCold, Hernandez, 2011, p. IV). While parents truly believe their children will receive a better education in the United States as oppose to the country they came from, English Language Learner students face a number of everyday challenges while at school. These challenges go beyond learning the English language; they include the struggles that are faced not only academically, but socially as well. English Language Learner students face these day-to-day problems due to their inability to express their ideas and thoughts, along with not being able to communicate substantially and identify with the people in their community.

In addition, my rationale for choosing this topic was myself as second language leaner. I understand what children are going through in their school to learn English. The learning process is not just about the language but it is about the new culture, food, habits, social differences and many other sides of being immigrant in a new part of the world. When I’m in contact with English leaners, it is very instinctive for me to find ways to explain with gestures or simple word what they are trying to understand. I totally can understand their anxiety and frustration since it is a normal process for those who are learning a new language. I felt that so many times when I moved here. I felt less than everyone and stupid many times that I tried so speak and explain some points of view that I had, and I couldn’t express my view or feelings on specific topics. I got very frustrating. It seemed the American society was not welcoming my culture since I didn’t speak the language. It would be great if the policy makers could understand more how hard and how much energy takes to learn a new language. Then they could be more careful about laws they create for the

The number of English Language Learners (ELLs) is growing in schools in the United States of America (Thomas & Collier, 2001). The United States had about 11 million school-aged children of immigrants in 2005. This was more or less one-fifth of the school-aged population (Rong & Preissle, 2008). Belonging to immigrant families and born outside or inside United States of America, these children are from different racial, ethnic, religious, linguistic, and socioeconomic backgrounds. It is their diverse backgrounds that greatly impact the way they are able to cope with the challenges at school. One major factor that determines their overall school performance is proficiency in the English language. ELLs who arrive in the United States at an adolescent age tend to develop social communication skills and absorb cultural trends quickly.

Introduction: The importance of English language acquisition as a stepping-stone for proficiency in school subjects cannot be over emphasized. The knowledge of English is important both for educational, national and economic development of a country. English is the official language of administration and commerce and also a major language of science. It should be further highlighted at the need for improving the quality of spoken and written English language among children. Although English language retains its dominant position in the education delivery system, the thrust of our educational language policy is the use of the mother tongue or the language of the

Britz & Batalova, (2013), reported that the United States (U.S.) has seen an increase in the number of immigrants between 2013 and 2014 by 1 million, or 2.5%. According to the American Community Survey (ACS) data, there are 42.4 million, or 13.3% immigrant living in the U.S. as of 2014. In the same report it was noted that 63.2 million of U.S. households speak a language other than English at home. The U.S. public school system has the challenge to educate this large number of non-English speakers with high standards of learning and quality instruction. Meanwhile, English Language Learners’ (ELLs) students in American public schools are left facing with a multitude of challenges and inequality. One of those challenges

Some research results suggest that in the course of obtaining a new language builds communication, social relations, and learning obstacles for English language learners, thus prospectively delaying the learning course and being part of the cause to later consequences in educational success (Baker, 2002) Other researchers have also determined in a study of second generation migrant offspring, the way these children are regarded, and the socioeconomic circumstances in which they are raised, is highly significant in their educational success (Baker, 2002). A panel of experts on English-Only Legislation has stated that the English-only movement can have harmful effects for the delivery of psychological, educational, psychometric, and health services

As stated in David Skorton and Glenn Altschuler’s article entitled “America’s Foreign Language Deficit”, learning a foreign language is necessary...

Learning a language has always been a topic of interest, especially in the United States. Compared to other countries, the U.S. the foreign language education. In many American schools, foreign languages are not offered until high school, while in European countries, foreign languages are introduced in elementary school. A foreign language should be required to be taught in elementary school, starting in first grade. Introducing a foreign language when a child is young has many benefits. For one, it is good for brain development. Another great advantage of taking a foreign language early on is it can improve a child’s academic performance. In addition to the cognitive benefits, a foreign language exposes a child to another culture.

Language is the window to the world. A child’s language seems to come naturally faster and easier than adults. Without explicit effort of learning, children could master their mother tongue, even more languages other than the mother tongue at once. For late learners or adults, however, it appears that they have more difficulty picking up another language at native or near native proficiency. Such phenomenon forms the basis of the Critical Period Hypothesis (CPH). In some countries, the Critical Period Hypothesis is even used in the debates of education policy on when and how the second language, often English, should be introduced to immigrants to maximize the learning outcome. This essay would first look into the Critical Period Hypothesis in the context of second language acquisition. It would then compare the arguments for and against the Critical Period Hypothesis and explore various issues arise from both side of the argument.

“According to the National Clearinghouse for English Language Acquisition, from the 1997-98 school year to the 2008-09 school year, the amount of ESL learners enrolled in U.S. public schools increased from 3.5 million to 5.3 million, a 51% increase” (WeAreTeachers Staff). The number of international students is very hide in that country “the percentage of students ages 5-12 who speak a language other than English at home has doubled since 1980” (Shi, Steen 64). In our days, around 200 dialect are be spoken in America (WeAreTeachers). “According to the 2013 American Community Survey (ACS), Spanish was the most common home or first language, spoken by 71 % of ELL students, Chinese was second with 4%, followed by Vietnamese 3%, and French/Haitian Creole 2% ” ( Top Language 1).

Language is a diverse method of communication, there are thousands of languages a person can learn and speak. The United States is a melting pot of cultures and languages where they mix and create a new combination, a new spice. However, learning a new language can present challenges to anyone trying to learn one, especially immigrants who leave their native country and have to adopt the language of the country they migrated to. Being able to speak multiple languages can help expand a bridge of opportunities in society, but it has a huge effective on family relationships that it surpasses the success that one might have if you have no one close to share them with.

In 1979, the President Commission on Foreign Language and International Studies, recommended foreign language for all colleges and universities. Four year later, foreign language was recognized as a basic skill by the College Board. As the education landscape continued to expand, foreign languages became an integral part of the curriculum, with many recommending teaching the necessary skill during early childhood. Numerous research studies and academic scholars have touted the benefits and necessity of learning a foreign language, specifically in the areas of mental and cognitive health, education, and cultural diversity. The following sections will explore the benefits of foreign language fluency.