Esl Advantages And Disadvantages

The curriculum for English-Spanish Learners (ESL) or English-Language Learners, was created to assist students who do not speak any or little English. Angela Valenzuela describes in her article, “Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.~Mexican Youth,” that

The film Fear and Learning at Hoover Elementary had a large impact on myself for several reasons. The first was the scene in which the children were debating with the librarian over the increase of trash on the street in the city of Los Angeles. This scene stood out for the reason that the children while quite younger than the elderly gentleman were willing to stand their ground in defense of fact that they themselves as well as their fellow immigrants were not responsible for this trash problem as the elderly gentleman had so blatantly suggested. The reason this stood out so much is due to my own experience in low income childhood. There was always a very clear divide between child and adult and it was not common for a child to be able

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.

With nearly 30 million immigrants crossing our borders in the last three decades, the United States education system has seen a dramatic increase in the number of English Language Learners (ELLs) entering the classroom (Migration Policy Institute website, n.d.). With this influx of non-native English speakers has come the need to find the best ways possible to meet them where they are academically and teach them accordingly. However, after years of research, education gurus are still divided on how to best meet the needs of ELLs. While there is no clear-cut approach, there are several strategies and programs that schools can implement in order to help immigrant learners and their families be successful in our school system.

While immigrant youth may gain useful knowledge and skills, they miss out significantly on culture resources because they become Americanized. Subtracting schooling occurs in a variety of ways. Classifying ESL (English as a second language) are labeled “limited English proficient rather than as Spanish dominant” (p. 173), faculty and staff linguistically butcher names through mispronunciations, materials such as the school handbook that does not even mention the ELS program are not provided in English, and information is withheld from capable youth which can result in failure. This chapter also addresses the divisions among youth such as Latina female friends, religious immigrant males, immigrant females in trouble, ESL students, mixed generation groups, and U.S. born

Despite having researched the educational challenges ESOL students face, it was only by actively engaging with students that I came to understand the disjunction between the resources available and the requirements for progress in the educational system. ESOL students, lacking familial support and economic resources, are deterred from advancing in their efforts to learn English, thus leading them to become discouraged and

One way to address challenges that come with educating ELL students requires that culturally responsive educators “expose themselves and their students to each other’s cultural worldviews” (Banks & Banks, 2013, p.17). As described in the article, the study videotaped three different classrooms when learning was taking place. Then later analyzed by interviewing separately, participating teachers, newly arrived immigrant students and their parents, and cultural bridge persons. Even though all participants expressed the

As someone who is planning on getting licensed to teach two different, yet often marginalized, groups in a school setting, it is very important to consider how to make a school welcoming to all of its students. There is a lot of information available on making a classroom inclusive for students with special needs, but this sort of information is harder to come by for immigrant students who speak a language other than English at home. For this paper, I am looking into the question of how can a school be fundamentally welcoming to students from an immigrant background. I will be doing this by analyzing the experiences of students at a school in Bayview, California, the topic of Made in America: Immigrant Students in our Public Schools, a famous book by Laurie Olsen (1997). Her purpose was to study, “Through their encounters[, …] an illuminated version of the American system of stratification and exclusion through language, cultural, and racial relations” (p. 36). However, by analyzing and describing the school, Olsen has made it possible to assess any number of concerns that immigrant and English Language Learners (ELLs) face. Using the legwork she has already done, I have identified three characteristics a welcoming school should strive towards in order to help immigrant students.

The author claims to have a better life you need to settle in to your community by providing the necessary things to survive. However, there is a wall blocking the path to get there when entering into a new country the nation has a different language, culture, traditions, laws, and transportations. The biggest problem is not knowing the language because it allows you to communicate with your society to get things done. A Chinese immigrant got into a car accident and could not describe to the police what happened on his behalf. Many believe they can not improve their lives till they know the language. For immigrant and refuges to embrace english as their second language there is the program ESL. They seem to struggle with the task but are determine to learn some can’t follow the lesson so they self-study. Every english teacher and class teach the language differently which can sometimes be a problem by showing a different format. There is a problem with the ESL when immigrants and refuges come to America they have to work right away then they get to busy to come to classes. Some schools provide the program for children this allow the kids to help out their parents. It really great they have the program ESL although it does take up their time but it gives them an opportunity to learn and the children as well. I think if the kids have been in the program for a will and can speak english well but the parents still struggle the kids can help out their family. The parents have done a lot from leaving their county to give their family a better life and worked hard to get there. The kids can play their part

The reality is that each Asian American student’s background is different. While some students may come from well off families; others may come from other situations such as refuges where education isn't easily accessed. Students from well off families have the resources and opportunities to learn English which assist them in falling into the “Model Minority”. At the other end are the children who come from poorer families or bad situation and aren’t given the opportunity to learn English. Due to the “Model Minority” theory these children aren’t given the same chance to succeed as their peers, in terms of what other ESL children are offered. All of this contributes to the child’s educational equality given in the United States. In instances where the child requires assistance due to language barrier, “the high expectations of their peers, teachers, and parents contribute to their higher rate of mental illness” (Poon-McBrayer, K. F, 2011). Due to this the theory of the Model Minority, a lot of Asian American students fail to get the assistance that they need which can be frustrating to a child. This creates “invincible barriers” which is an injustice to Asian American who are unable to get the equal educational help they

“The partnerships between Latino immigrant families, teachers, community members, and university faculty towards the education of ELLs (p 188)” was the focus of the conducted research of the by Iddings, Combs, and Moll (2014). Within this text, the authors felt that if schools formed partnerships with parents of ELL students, the students would be more successful.

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

Those immigrants left their culture and family behind and searched for better opportunities and life. When those international students first arrived, however, they are not able to fit in the society due to the language and culture differences. All of them must take ESL, English as Second Language, class that they often found it tough. On the other side, the most precious advantage is it creates a diverse environment. “Going to school here makes them better prepared for the world.” (Swerdlow, 8), reflecting that United States is a melting pot, and students can not only have a better understanding of different lifestyles, values, and languages, but also willing to adapt the vary of society once they

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

Bilingual” (qtd in Shi, Steen 63). The objective of the ESL students is to learn how to speak, read, and write in English and know about the system of the school too. That learning will help them with other courses in school. ESL students have come from all over the world in America to study. Statistically, the number of immigrants in the USA is growing quickly. This quote shows us that