English Language Learner

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 &

First off, it’s important to understand the difference between learning and education. Learning is the ability of an individual’s brain to acquire and retain information for a lifetime, whereas education is an aide to further strengthen a student’s learning capacity with the use of resources: teachers, libraries, classroom environment, etc. All students are essentially equal when they enter the educational environment, however students who don’t speak English have an unfair disadvantage in the american educational system.

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.

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

The primary goal of any school district’s English Language Learner policy should be to ensure that all students receive equitable access to the curriculum. The Office of Civil Rights memorandum (May 25, 1970) requires school districts to take affirmative steps to provide equal access to instructional program for students with limited English proficiency. The Illinois Constitution guarantees every child from kindergarten through grade 12, access to a free public education; which means, regardless of a child’s home language, he/she deserves a free and appropriate education (Illinois State Board of Education, 1998).

In determining my position on this complex ballot offering, I first reviewed the opinions of people who learned in multilingual classrooms, prior to Proposition 227. In general, it seemed like many of them considered their placement in Non-English speaker classes a source of shame and segregation. Many noted that there was a sentiment among teachers and other students that they were different, and even un-American because they did not speak English fluently.

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.

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

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.

Title III law is on language instruction for limited English proficient and immigrant students. Title III is part of the no child left behind act. The Act states that LEP students must not only attain English proficiency but simultaneously meet the same academic standards as their English-speaking peers in all content areas. Federal funding is given to meet these requirements. There are also regulations regarding parent communication. Any school receiving title III funds is obligated to inform families and communities of LEP and immigrant children about their ESL programming and how they can assist in their child’s progress (Wikipedia 2016). Also, schools are required to provide communication in the family’s native language.

The problem of immigrants not knowing the English language has been a controversial topic for years. Congress has went as far as making a bill, and speaking out to the public- asking their opinions, usenglish.org. Simple tasks like buying groceries or ordering food at a restaurant are made complicated because of the language complication. If immigrants knew the native language, it can help them in the long run, and it can also increase their pay. Immigrants should be required to learn the language of English if they plan to live in the United States.

Diverse cultures within the United States are rapidly developing and growing and the educational sector is the number one target to ensure that English –learners are receiving adequate education. Within the educational sector there are administrators and teachers who are involved in students lives on a daily basis to ensure that education is equal. In order to achieve the vital objective of equality, socio-cultural influences on ELL students, bilingualism and home language use, parental and community resources, and partnerships between families and schools all have to be considered to provide an opportunity for equal education.

There is one personal story that I have never told anyone, because I feel kind of ashamed if I talk about it. I actually have no knowledge of American History; even I went to the full four years public high school in America. That is why I am questioning the education system in the United States. Instead of spending countless periods in regular History and Biology classes without understand any materials, why schools do not offer History and Biology classes but just for ESL student, using simple and easier form of English to understand, so immigrant students can actually learn more about the subjects. In the addition, schools should also give an instructional program that give English language learners access to academic concepts and skills. Therefore, I certainly believe if there were program and curricular alternatives for students with limited English proficiency, students would not experience a difficult time with their school. Moreover, research has showed that due to these difficulties that immigrant students have to face, there is a high dropout rates among language-minority secondary school students. For example, Hispanic students are more likely than White students to leave school during their high school years (10% versus 4%; National Center for Education Statistics, 1996). In 1994, the number of Hispanic students aged 16-24 who had not completed high school and were not enrolled was 30%, as compared to 8% for White

There are emotional and legal concerns surrounding whether immigrants should learn to speak English. Domenico Maceri (2009), an award-winning author and foreign language instructor at Allan Hancock College in Santa Maria California, states “I never met an immigrant in the United States who needed laws to be reminded that English is necessary to succeed” (par. 9).

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