Native Jersey And New Jersey

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 &

More young americans nowadays are being raised in homes speaking non-English, but these students are falling behind in schools where there is not a bilingual program available. According to the U.S. Department of Education, in schools without a bilingual education program, 71% of English speakers are at or above the basic requirements for fourth grade reading while merely 30% of non-English speakers reach this level. 35% of English and 8% of non-English speakers reach proficient reading levels while only 9% of English and 1% of non-English speakers perform at advanced levels. It’s evident that the availability of a bilingual program is crucial to the success of an individual who needs the resources that can be given to them through the use of bilingual education. The percentages of the non-English speaking students previously mentioned could undoubtedly be comparable to those percentages of the English speaking students if the education they were being provided with was cohesive to their comfortability, and the material being taught was in a language they could better understand.

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).

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

When a student who is not proficient in English enrolls in school, parents are given an English language survey. When the parents fill out the survey, if the student’s parents respond to the first three questions on the survey that their home language is not English, then the student is given an English

The author suggests screening native language and English language and literacy development from early education through the transition process, and then in English when students are prepared to leave and are no longer getting reading instruction in the native language. The author states that a team method to problem solving that considers many of these issues may ease the progress of a proper instructional plan. Plans and instructional routines such as repetitive language, rapid pacing, modeling, time to practice, and discuss school employees do not delay literacy instruction until student’s English oral skills are well-developed, but instead support Students benefit when school employees are focused on meeting student’s educational needs rather than on finding an outside source to explain the educational needs. Instructors, including the ones in special education, are worried that they do not have the knowledge and skills to properly teach English language learners. The author states how these teachers are scared that their lack of knowledge of the student 's native language makes them unable of providing valuable education. That 's why, it is important that teachers are provided with the resources required to support them in this process.

Immigrants have been migrating to the Unites States for years. Many people in the United States have different opinions on immigrants: some are negative and some are positive. Some Americans assume that immigrants are here to destroy the United States, but immigrants are here for many purposes: to support their families, succeed in their future, or to escape violence occurring in their home countries. Many Americans think that once an immigrant has settled in the United States that he or she will right away get a job or quickly learn English. Imagine moving to a new school not knowing a single person. You will feel anxious or even discouraged. Now just imagine arriving in a new country and not knowing anyone and you can’t speak English. Well, that is how millions of young and adult undocumented immigrants feel every day when trying to fit into the American culture. Life is hard for an undocumented immigrant. Immigrants in the United States face many challenges when trying to adapt or assimilate into the American culture. But my question is, what kind of mental health issues or other psychological problems do immigrants face when they are trying to adjust to the American culture, and how can our society alleviate some of that anxiety?

Many parents believe that it is better not to speak English. When this happens the students will not receive the practice that they really need. The student must know their parents’ language it is imperative to the student’s cultural identity and has to maintain a healthy relationship with their family. Parents’ have concerns about using their native language with their children include: learning another language is too difficult it will delay their language development; the child will not be able to master either language; they will not be as proficient as the students who know one language; confusing the two languages will happen; and they will communicate in English with an accent. The school should address these concerns before the school year begins.

Many students who are English language learners come from a background were in their household they speak another language rather than English. This is why it is very hard for them to adapt when they are entering a school. According to the 1968 Bilingual Education Act, this act mentioned how English Language Learners faced problems and how they came up with educational programs to help students who were Spanish speaking students (Stewner-Manzanares, 1988, P.1). The Bilingual Education Act was put in place and with this act they wanted the federal government to deliver programs that would help students who were Spanish speakers (Stewner-Manzanares, 1988,

The author, Melinda D. Anderson, sheds light on a growing problem in America. Today, thousands of students are experiencing difficulties when trying to earn an education because of the language barriers that prohibit them. Additionally, educators are ignoring this dilemma and making matters worse by enforcing English-only policies. The author believes that educators should discover a way to intertwine languages in order to help struggling students to overcome their language barriers.

Introduction - Being a part of a bilingual speaking family, like with my mom and dad who are Chinese immigrants, is an experience that no one can imagine unless you are part of a bilingual speaking family. Experiences such as knowing a language that not many of our neighbors don't know can be frustrating for both sides. Being young in my early years, learning English was not only a struggle for me but for my family. I noticed that my parents struggled learning english and communicating with the outside world. From buying groceries to paying for the bills, I observed the painful experiences that my parents persevere through all these years. I was glad public schools gave me the opportunity to not only learn English but to help my family live in this English superior society.

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.

In this paper, I want to focus on Immigrant Students in Secondary Schools. As a previous high school immigrant when I first arrived in United States, I have experience numerous difficulties in school that I would never forget. In addition, I believe immigrant students of secondary school can face major difficulties in learning English and succeeding in school. Since these students do not have a lot of time than elementary students to learn English, and they have to pass several test that require English skill such as the ACT and SAT. Above all, most secondary school texts and materials require a sufficient English reading ability to understand, which will even make learning experience becoming even tougher for high school immigrant.

“According to the National Clearinghouse for English Language Acquisition, from the 1997-98 school year to the 2008-09 school year, the amount of ESL learners enrolled in U.S. public schools increased from 3.5 million to 5.3 million, a 51% increase” (WeAreTeachers Staff). The number of international students is very hide in that country “the percentage of students ages 5-12 who speak a language other than English at home has doubled since 1980” (Shi, Steen 64). In our days, around 200 dialect are be spoken in America (WeAreTeachers). “According to the 2013 American Community Survey (ACS), Spanish was the most common home or first language, spoken by 71 % of ELL students, Chinese was second with 4%, followed by Vietnamese 3%, and French/Haitian Creole 2% ” ( Top Language 1).