English Language Learners Case Summary

This set the precedent of allowing increased funding as the Bilingual Education Act made additional English instruction mandatory. Programs such as ESL classes and sheltered immersion were created to help these students make connections between the content and the language that they are learning. ESL classes have specialists come to the classroom to help the student, while sheltered immersion classes have more specialized teachers that can help facilitate the connections between the students’ native language and English so that they are able to understand the importance of the content they are learning.

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

When it comes to legal obligations for students that are English language learners, every student violated supposed to have equal access to their education. It was mentioned that in the year of 1970 the federal Office for Civil Rights, distributed a letter to all school’s districts mentioning that all school districts must offer services to students who are English language learners (Office for Civil Rights ,2006). After the ruling of Lau v. Nichols was pass, the congress passed an act called Equal Educational Opportunity Act (EEOA). The act is based upon that all children must have equivalent educational opportunities. This is important for the reason that each student should be treated equal and it does not matter if they are familiar with the English language. Every student should have the right to a proper education and nobody should be discriminated upon.

The Lau v. Nichols contribute to the academic success of the English language learns in various fasts through years by setting laws and making programs to help students learn english a requirement. The title VII bilingual education act was one of those laws put into place and states that, “Federal law that provides funds to states that decide to implement bilingual education programs, provide bilingual teacher preparation, and engage in bilingual program development. The provision ended with the 2000 reauthorization of the ESEA” (Jong, 2011). One of the most important elements of education is to invest so the more money schools raise the better resources are also which include textbooks, programs, and educators. This case improve education for ELL students significantly because it gave students equal rights.

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.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Florida is a state composed of diverse cultures and languages. Prior to 1990 there were not any modifications or accommodations in the classroom for English Language Learners (ELL), which had become an increasing issue. During this decade Florida was the third largest state with residents that were not native-born. Historically, Florida has become the home for many individuals who migrated from Central and Latin America (MacDonald, 2004). According to the Consent Decree (n.d.), the Florida English speakers of other languages (ESOL) Consent Decree was a result of the case, LULAC et. al v. State Board of Education, August 14, 1990. This case addresses the civil rights of English Language Learners (ELLs). The plaintiffs in this case were LULAC and Multicultural Education, Training and Advocacy (META) and the defendant were Florida Board of Education. LULAC and META came together to bring justice to students whose native language was not English. The plaintiffs’ sought to implement policies to protect students whose native language was not English in order to create an equal learning environment. For example, English was the only means of communication in the classrooms and students who did not speak or understand the language would find themselves at a disadvantage. Due to the lack of modifications in place, students would eventually fall through the cracks of the school system. This case brought

Impact of Current Political climate on English Language Learners Students and funding in the public school.

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

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).

3). Some ELL students may start school without any English language skills, while others may have “limited language proficiency or dual language deficiency in both their native language and English” (p. 3). Just as native English speakers, ELL students also have different levels of intellectual abilities; however, their struggle with school in English may be related to background knowledge and not solely on intellectual abilities (Short & Echevarria, 2004). Samson and Collins (2012), purposes if school districts, administrations, and teachers want to see improvements in achievement for ELLs, “greater continuity in how general education teachers are prepared by teacher-education programs, certified by states and evaluated by local education agencies, or LEAs, is essential. By making sure that the special needs of ELLs are addressed at multiple stages of the teacher preparation process, schools may gain higher quality

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

Fortunately, the ESL plan eliminated all forms of public funding for teaching non-native speakers. Private money is used for the ESL program. Thus all of the tax money will be going towards the education of the children whose parents paid taxes. Ultimately tax money is better allocated under the ESL plan. The second major problem with the old system was that a child's education was being adversely affected in the long run. Basic elements, such as reading and writing, are important to develop at a young age. Even if a child learns these basic skills in a language that is different from the one that is spoken in society, it remains detrimental to their future because it inhibits their child's participation in society. The old plan of teaching children in their native tongue was only hurting students by preventing them integrating themselves into the larger society. Admittedly, some students would have an easier time learning some subjects because they were taught in their native language, but they would now be able to translate their knowledge into achievement of language barriers. Although the ESL program takes much more time to teach children in both English and their own respective languages, it would have a more effective long-term outcome. The ESL program bridges a gap between their language and English, as Heda 3 opposed to the old plan that left them mired in their old language while lived in a

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