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?
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.
English is an international language which is used by people in all over the world as a tool of communication.There are several reason why it is happen. One of the reason is English is a language that is used by many countries in the international forum for communication. Another reason is English is a language which is used to get information,for example science and technology development because most of invention and scientific books are reported and written in English.
Immigration population continues to expand therefore, increasing the number of students who are not proficient in English and requiring protection under the law. “Approximately 5 million students in the United States schools have limited English language skills that affect their ability to participate successfully in education programs and achieve high academic standards” (Contreras, 2011). Having both federal and state mandates allows equal protection under the law for English Language Learners (ELL). ELL’s presented many legal concerns and violation of rights that were protected by the Constitution as they entered the school system. Students were segregated from non-ELL’s. Students were not given supplemental materials for instruction.
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.
This paper will describe my learning experiences working with English Language Learners (ELL) who were in the first grade; the students’ age ranges were from 6 to 8 years old. The students attended an elementary school that provided a curriculum specifically to fit their learning needs; the school develops lessons from an English only model. Restrepo & Gray (2007) suggested that English only models allow ELL students to learn lessons only in English with teacher’s aids or paraprofessionals offering occasional support to them in their native language. During my learning experience, I will note that the classroom teacher selected various materials to demonstrate the learning activities to students. I will create lesson plans visible
My younger years growing up were marked with this daily struggle. I was barely able to properly commute verbally with others. Most words I spoke were wrong, as I even struggled with small words such as “river” and “girl”. I was even unable to correctly pronounce my sister’s name. I remember in elementary school, I had speech therapy every day and even
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
When I finally started grade school, I was placed into an ELL program. This placement made myself feel even worse about my English abilities and led me to use language sparingly. When I used language to speak to the class, I deliberately chose the words and the order they were in. Consequently, I found it easier to be quiet than struggle to make sentences. I became known as the shy, quiet kid, a title that I still have not grown out of. Despite this, my cautious replies made sure that my peers would understand what I was saying, and so I wouldn’t have to repeat anything.
The purpose of this paper is to compare two different approaches in the education of English Language Learner (ELL) students, Structured English Immersion, and Two-Way Immersion programs. The focus of this paper is to identify (1) the language ideologies behind both approaches, and each program’s purpose and components. This article also looks at the academic achievement of ELLs, the achievement gap between general education students and ELLs, and the programs’ approach to different variables such as parental involvement, and teacher preparation. Implication for future research is also discussed.
Everyone should learn the English language and there are several reasons that urge you to do that. English is a global language, English is the first language in many countries, English is a language of international business, computer, and the internet and science, every job requires to have a good English Language and Most of the top movies, books, and songs are published in English.
I spent my life in school having troubled on understanding the learning in English when I moved to America. I started to have some troubles with understanding and knowing a different language (English) in this country and also having a problem with communication with other people who speak English. It took me through the process to know and understand English when my mind was focused and understanding my native language Chinese Cantonese. There are some moments that I accidentally pronounced something wrong while I’m trying to learn English. I somehow accidentally mixed some ideas with grammar along with English and Cantonese when I realized it was totally different. My ability to learning and reading at school somehow still become an problem in English. People in special Ed. said that I had disability. By the word disability I thought that only disability only people who handicapped or on wheelchair. By learning a different disabilities I learned that my disability works and struggles only the part of the brain function rather than a physical part than some other people who are disabled. There are some issues with my English I had to get involved with more support with teacher aides who specialize ESL (English Second Language) to help me with understand and improve my English. I also had to get involved with special education in school so that they could help me with my English language easier.
From the time I was six months old, I worked with a speech therapist. When I was three years old I entered a preschool program for the disabled. I stuttered frequently. I would start a sentence and then say, “Ah, ah, ah, ah..” I needed to buy time to get the words from my brain to my mouth. My sentences became disorganized when I spoke because I could not come up with the right words. My classmates would have blank and confused faces, so I knew I had made a mistake again. I felt frustrated for speaking in such an awkward and embarrassing way. With the help of speech therapy, I was eventually able to stop
Before starting school, I could not write or speak English at all. Because of the language barriers, I have a hard time learning English. My parents and older siblings would teach me the basics of having to know my numbers, ABCs, and by making me memorizing saying simple sentences and questions. English is everyone in my family's second language and because I did not grow up learning how to speak, read, and write in English it was difficult as I started school.
English as a language has been designated as having a global ranking (Crystal 1997), (Northrup 2013), (Mckenzie 2010). A language that is deemed as having a global status is clarified by Crystal (2003, p.3) as ‘one that achieves a genuinely global status when it develops a special role that is recognised in every country’. Due to this prestigious standing that English has attained, it is unsurprising that many are keen to acquire it across the world. This is also supported by Wyse, Andrews and Hoffman (2010, P.398) who state ‘English is much more favoured over the other official languages as a second language’. As many learners are acquiring English in the context of a second or foreign language, the discussion over utilising the learner’s first language in the process remains a contentious subject (Brown, 2000). This assignment will provide an overview of perceptions from differing approaches in regards to the use of the L1 in language education, along with arguments in support and against the same.