Instructional Setting and Content Area San Pasqual Union School is located in the San Pasqual Valley region southeast of Escondido, California. This small school is a one-school school district with approximately 550 students, grades pre-school to eighth grade. Students that attend San Pasqual Union are identified within three distinct groups. The majority of students are primarily Caucasian and live in a newer development, across from the school, with families who are from a mid to high socioeconomic status. Another group is Hispanic students who live in a more rural part of the valley. Lastly, within the school boundaries, is a residential high school campus for foster teens. The foster youth who are not in high school attend San Pasqual Union for eighth grade. Both the Hispanic students from the rural valley and the foster youth ride the school bus to and from school. The instructional setting is two eighth grade classrooms with class sizes of 28 and 32 students. Of the 60 students, ten are Hispanic, four are Asian, and one is African-American. All ten Hispanic students are bilingual with overall California English Language Development Test (CELDT) classifications of: one student intermediate, three early advanced, and one advanced. The remaining five Hispanic students have been reclassified to English proficient and do not require EL support. Four students are foster youth. Nine students receive special education support. The content is eighth grade
born children lived in poverty in the U.S. (Camarota, 2001). “The primary reason for this is that a very large share of Mexican immigrants lack a formal education” (Camarota, 2001, p. 47). Statistics from the Center for Immigration Studies indicate that the average income for adult Mexican immigrants is less than half the income of U.S. born workers (Camarota, 2001). With the location of the Rio Grande Valley right next to the Mexican border, the school districts in this area are heavily populated with English language learners. According to Linn and Hemmer (2011), a rate of “21% of elementary and secondary students spoke a language other than English at home. Of these, approximately two million, or 75%, spoke Spanish.” (p. 1). In addition, school districts along the Texas-Mexico border are considered at-risk for having English language learners overrepresented in the special education programs. According to Artiles and Ortiz (2002), research shows that “English language learners with the least amount of language support are most likely to be referred to special education” (p. 1). Often the children with the least support are from poor families. Another problems consists of assessments methods, both diagnostic and state mandated, that are inappropriate for English language learners. Even if assessments are provided in the child’s native language, this
Utah’s population of ELLs is diverse and while many of these students are in the process of acquiring English, they are entering Utah classrooms at different ages and grades along with varying degrees of educational
1. Reportedly, 38 percent of Hispanic fourth-grade pupils identified themselves as English learners, additionally 20 percent of Hispanic eighth-grade students, according to the 2013 National
According to California of Education (2011), 23.2 percent of total registration of students in California public schools are English language learners, and a 71 percent mainstream of these English learners are registered in the elementary grade levels with 29 percent being registered in the secondary grade levels and a less than 1 percent being put in an ungraded category, and according to LAUSD EL Data Dialog & Inquiry (2011), as of 2009 33 percent of the Los Angeles Unified School District (L.A.U.S.D.) students alone are English language learners, and of these 33 percent an approximated 94 percent are Spanish speakers and the other 6 percent is made of up many other languages fluctuating from Armenian to Russian.
ABC school will consider Omar as an English beginner who needs to be accommodated based on state and federal law protecting his status as a ELLs. Based on the Arizona Revised Statutes (ARS), ABC will initiate the requirement in which Omar will take four hours of English Language Development (ELD) for his first year in which he will be classified as an English Language Learner. This will allow Omar to benefit of sufficient English instruction that will facilitate him to interact with other native English speaking students who are fluent English learners and speakers. Omar will be enrolled in the normal classroom (mainstream classroom) in which he will be spending four hours of class time per day. This program (ELD) will be beneficial for Omar
The participants of the study were 110 students (girls, n = 56, boys, n = 54) in grades 8-12 in the Compton Unified School District (California, USA). Students with an English proficiency range from beginner to intermediate were taken out from their classrooms for a period of between 30 and 50 minutes a day to receive English Language Development (ELD).
As the United States becomes more diverse, English Language Learners (ELLs) have become the fastest growing student population (NCELA, 2011). By 2025 we can expect 1 in 4 students in the U.S. to be ELLs (NEA Home, 2008). Over a 10-year period, the number of ELL students in the U.S. grew by 51% while the entire K-12 population only grew by 7.22% (NCELA, 2011). However, this relatively quick influx of students with specific language needs has left many school districts and even entire states struggling to provide proper services. Overall, ELLs are found to do more poorly on math and reading than their non-ELL counterparts (See NEA, 2008; Zamora, 2007) Furthermore, the ELL achievement gaps for math and reading in Connecticut are among the highest
A Home Language Survey helps identify students who may qualify for support to help them develop the necessary English language skills through a bilingual education or English as a second language program. Only one HLS should be administered for each student by the districts and a copy should be place in the student’s permanent record. The HLS is conducted in both English and Spanish and translated into other home
While there are many languages spoken in the school community, Spanish is the most spoken, which is due to a large amount of Hispanics in the school. In addition, teachers are invested in improving the literacy level of students within the school as they believe a lot of the problems they face are as a result of the difficulties students have in reading. Based on the impact and performance data, student performance falls in the low-performance range in comparison to the city’s highest performing high schools. Although the school has been performing academically below citywide average, eighty-seven percent of upperclassmen are on track to graduate with their regents or advanced regents diploma. There is cohesiveness between parents and teachers as there is continuous resources for parents to access about the varied ways they can get involve in their child’s
The research I will be investigating will be the effectiveness of dual language classrooms. Dual language classrooms often referred to as bilingual education are academic programs that are taught in two languages throughout the school year. There are two types of dual language classrooms. Often determined by population and current demographics within the school district one- way or two- way classes will be offered. One way dual language classrooms are classrooms of only one type of native language speaker. As an example, a one way dual language classroom would have only students who speak Spanish as their first language in the classroom. Often these students speak only Spanish at home and would receive instruction in both
Attempting to solve the language and cultural barriers in education can be challenging. At Earle Brown Elementary, there is a range of native languages being spoken, thus the need for an educational understanding. There are
The classroom that I observed was in Kindergarten at Hopkins Elementary in Kirby, Texas. The classroom consisted of 16 students; 12 fluent in Spanish and 4 fluent in English. The ESL level is a Dual language of 90/10. English is used to reinforce when needed and continuously throughout the day. Mrs. Trimble had a few students that spoke both languages coming into the classroom but needed additional learning. Her instruction within the classroom was verbal, written, and visual aids. I will be covering the following topics; were the students aware of class language and content objectives, how did Mrs. Trimble instruct the content and language objectives, types of student group configurations used, and how did she accommodate for different ELP levels?
In 2005, Rolstad, Mahoney, and Glass, conducted meta-analysis research of bilingual education in Arizona. Before 2000, 63% of ELL students were in an ESL program, 16% in a bilingual education program, and 13% in a transitional bilingual education program. After evaluating multiple studies, the researchers found that English instruction has been effective in Arizona. However, bilingual education has also been effective and most research states it is more effective than English only instruction as students are able to “engage” academic content in both languages. Not only can a bilingual education help ELL students academically, it can also teach students about diversity. Research shows by using the student 's’ native language, it
Identify and define 2-3 components structuring your area of concentration. Identify learning objectives (indicating the level of knowledge and the reasons why you wish to master such objectives) and list relevant various strategies (courses or other learning activities).
Since it is backward design it delays the module content selection until the intended learning outcomes (ILOs) finalized which is a means to greater ends (Angelo, 2013). The module content was arranged based on the seven Cs, particularly the first C, compelling (Angelo, 2013), and authentic, real-world and relevant (Meyers and Nulty, 2007).