English Learners

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

This is why we have these resources to help these student succeed with their langauge barrier. Below I have listed some differentiated instruction for ELLs at different proficiency levels that I found of Wida website. It is important to differentiate these levels because this is what is apropreitte for the students age, and english proffesiancy level. You would not want to put a student who is a ELL in a level 5 when he or she is still in a begnnig level 2. These stages work in steps because each stage builds off of one

Needs assessments are conducted every spring and is administered by each LEA which includes input from the teachers, paraprofessionals, administrators, parents, recruiters, and other service providers. Interviews/focus groups are held every year to determine the needs and satisfaction regarding the LEA’s program. The Language proficiency assessment is given to all ELL students for placement in the LEP programs. The content achievement assessments are given by the state to student in grades 3-12 which are administered annually and measure the student’s abilities in reading, writing, math, computer skills, and other content areas. K-2 assessments are used to provide data of student’s development and progress in reading and math using formative and summative assessments (http://www.dpi.state.nc.us).

The immigrant poupulation in the United States is rapidly growing . Every year numerous immigrants cross the border to pursuit the “American dream”. Many come to escape their country’s violence, others come to seek better job opportunities, and the list just goes on. They all have one thing in common which is to get want a better life. A better life for them and their family. August & Shanahan remark that English Learners make up more than 10% of the school-age population and the number just grows(cited on Alt et al, 2013). Like non english learners students , english learners are required to take all of the standarized tests in school if they have been here for at least 12 months. How can a student be ready to take a standarized test after

With the No Child Left Behind Act of 2001 came a requirement for local and state educational providers to be accountable for the academic progress of all children in their care including English language learners. This paper will examine two common assessments used by states and districts to meet the requirement of this legislation: WIDA's ACCESS for ELLs and Ballard and Tighe's IPT test. Both of these standard-based tests are used for similar purposes, but they have some differences too, namely that one tests BICS and general CALP, while the other tests a wider range of academic domain language.

According to Moughamian (2009), "English language learners (ELLs), represent one of the fastest growing groups among the school-aged population in the U.S.” (para. 1). By the year 2015, English language learners will make up 30% of the schools population in the U.S. (Moughamian, 2009). English language learners, as well as native English speakers, are required to be successful in school and succeed as productive members of society. There have been a number of programs developed to help aid in this issue.

Teaching English Language Learning students have become the talk for schools across the nation during the past decade. As of the 2010-2011 school year, English Language Learners made up 13% of student population nationwide (Hill, 2012). As our nation grows in population, the diversity of our nation grows as well. English Language Learning students are entering into our schools, struggling to fit in, and struggling to understand the topics being taught. Due to this ongoing issue, research strongly supports the need for English Language Learners to develop a rich oral academic language as a pre-cursor for reading and writing proficiently in English (e.g. August & Shanahan, 2006; Fillmore & Snow 2000; Saunders & Goldenberg 2010; Saunders & O’Brien 2006; Walqui; 2010; Williams & Roberts, 2011). As Diaz-Rico states, reading is an essential skill. Children, who do not learn to read in elementary school, enter secondary education as severe under achievers and are at risk for dropping out (Diaz-Rico, 2010). With English Language Learners (ELL’s), reading comprehension skills are extremely important to learn early in a child’s academic life, because every subject in school is based on comprehension. Although teaching ELLs is not an easy task to teach, there are so many comprehension strategies a teacher can use to help an ELL student succeed.

This case study tried to identify how effective Dual Language programs are in promoting academic success and what specific factors helped the program maintain its effectiveness. It tried to identify specific strategies that made the program successful and how these strategies impacted student success. The study took place in an urban school in the state of Texas, where most of the students are English Language Learners. Interviews, focus groups, observations and the data from the English Texas Assessment in math, science and reading were used to gather data. All these components were quantified to make the data comparable and to be able to better analyzed the results.

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.

b. demonstrates an understanding of the types and benefits of bilingualism and bilingual programs and the importance of viewing use of the primary language as a right and as an asset for English Language Learners

Words enter our vernacular through a variety of ways, including our friends, the entertainment world, or even when we read. Most people who have a talked with a teenager or watched a reality show have heard the words “sick” and “frenemy”. When we hear someone say, “That’s sick” it is safe to assume he or she may be describing something or someone that is not actually feeling under the weather, but instead something that is awesome e.g. “that car is sick”. The same is true of the word “frenemy”. This word has become more common in recent years. It is often used on reality television shows, but has actually been in existence since the 1950’s (Oxford Dictionary, 2014).

“A child’s early engagement in art activities can help create unique brain connections that will have a long-term impact on a child’s life.” (Anna Reyner, 2000) Over the last decade, the arts in public school have been on the decline. Due to rigorous schedules as well as strict curriculums, many teachers interviewed on this topic have admitted to not incorporate the arts into various lessons solely because of time constraints. This paper will research what the effects of the art integration into other domains to enrich the curriculum of English Language Learners (ELL) in the elementary education setting for the purpose of increased attention spans in conjunction with greater academic achievement.

In the United States we need to become more socially aware of how diverse our country is becoming. English Language Learners are becoming more frequent as more immigrants are flocking to the United States and need help understanding English in order to help them have a quality education. As educators we also need to be aware of a growing group Lesbian, Gay, Bisexual, Trans and Queer (LBGTQ) and how we can accommodate this diverse group in the school setting.

This study will occur in elementary resource room setting in rural Western Alaska. The research site is a location is off a traditional road system, requiring travel to and from by plane. The researcher site’s total population of approximately 220 students in grades pre-school to 12th grade. Approximately 100% of the students qualify as socioeconomically disadvantages and English Language Learners (ELL). The native language for this location is Yup’ik. Around 11% of the student population qualifies for special education services.

Materials and teaching strategies are based on the linguistic structures, literary genres, and cultural references normally acquired by monolingual speakers of English. ESL and EFL are categories that apply to non-native learners. Generally, in ESL students, only English is utilized in the classroom. Teachers are usually native or near-native speakers of English and are rarely proficient in any of the languages of their students. Typically, the vocabulary and linguistic routines of daily life are taught with the goal of accelerating the cultural adjustment to the new setting.