Negative Connotations Associated With Immigration And Second Language Learners

Cultural Diversity has lead schools to promote dual language and bilingual programs for ELL students. However, raising bilingual children according to Marsha Rosenberg is not something that simply happens. Parents must carefully consider how they will raise their children in their new culture. Unfortunately, many parents often forget that neglecting their primary language in the process of raising their children will only hurt them in the long run. However, what they fail to understand is that our current society insists on developing diverse learners, who can speak two or more languages and are diverse (Gensee, n.d). Therefore, in order to raise bilingual students they parents must provide the children with rich experiences at home as well as in a variety of settings (Broekhuizen, n.d.). Furthermore, families need to maintain a close family unity and sense of belonging when dealing with the bilingual issue at home.

When inferring why ESL/ELL students are at a major disadvantage in our schools, it is apparent that language and cultural barriers hinder their progress. Because so much of the current American curricula is taught based on cultural norms, knowledge, mores, and standards, our ESL/ELL students lack this prior knowledge, context, and background to expand their skills and scaffold in many areas. Since their parents often cannot practice with them or reinforce some essential skills, such as literacy, when many ELL/ESL parents themselves lack basic English and often not even GEDs or high school diplomas in the case of refugee and illegal immigrants, these students enter our schools at a major disadvantage cognitively, academically, socially, emotionally,

It's a regular Tuesday morning, just like any other. A Hispanic mother is called to the school for a meeting for a consultation about her son’s performance. While in the meeting, the principal tells her that her child is in the 2nd grade, but is very behind. He adds the fact that her child does not understand the language the teacher speaks, and consequently, is not learning. The mother feels helpless since she cannot help him by reason of not understanding the language either. Hence, this is the difficult reality for numerous Hispanic families.

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).

who speak English less than very well” increased by 3.9 million.” Time taking an important role contribute to study language. Immigrants take ESL classes but finding the time between jobs and caring for their kids gonna be difficult. Especially difficult because you already common with native tongue and now had to speak with different tongue. The immigrant children and children of immigrant contribute to one of the fastest growing America’s child population.With children perspective, according to Global Citizen: “ With regards to school, parents often feel disappointed to see their children struggling to keep up in class, and many parents report bullying and discrimination as a result of cultural differences. Kids are often placed by their age rather than by their ability, and for those who are unable to speak English, it’s virtually impossible to keep up.” Not just adult, children have to deal many struggle while they at school. Not being able to mix with other American native speaker, hard to keep up with other make them felt behind and stressful or even

The first student that I conducted the lesson with was a girl I named Shiloh. Shiloh was an eight-year girl that was in the second grade, but would be entering in the third grade in the coming Fall. Her mother explained that she was an ESOL level two student. She was born in America, but both parents are Hispanic. The father is Cuban and the mother is from Venezuela. At home Shiloh’s family mainly communicates in Spanish. Shiloh’s mother explained that she wanted her daughter to speak Spanish at home because she does not want her to not learn Spanish or forget “where she comes from.” As I learned in TSOL I many parents do this this because they do not want their child

To often the teachers don't realize that language is just part of a greater culture. So they miss the point that understanding the complete culture of the students they are teaching needs to be comprehended. I would say, especially when dealing with ELL students who are very new in the USA. The teachers can confuse the lack of interference is a lack of interest, when actually the Hispanic culture values education a great deal and those who teach it. They see the teacher as the specialist and therefore respect that teacher’s decision almost explicitly. They also confuse what appears their lack of time for their children's schooling as a lack of interest in the student’s education. They work very long hours and end up showing up at off hours due to their challenging work schedules. However, if they send an older brother or uncle or grandparent in their place they are saying I am engaged though it may not appear so to the Anglo teacher. The item that will get them to respond more quickly

In recent studies, the United States has seen an increase in numbers in immigration and has affected both adolescent education and the work environment. These families are forced to learn a new language and blend into a new society. In the article Obstacles to Getting Ahead by Martica L. Bacallao and Paul R. Smokowski “Monolingualism and discrimination in interpersonal interactions and social policies directed Mexican adolescents and their parents to learn English and to conform to host culture norms, appearance, and behaviors to advance in school and in their work.” (1). Lately, education has been a struggle for immigrants due to the language barrier and the effects that it has on them such as depression, anxiety, and even feel abandonment.

As an aspirant journalist, I want to give a voice to those who can’t be heard; I want to write their stories and help them express their experiences. I want to advocate for immigrants. Throughout the years I have seen with my own eyes the demoralization they are forced to live in, because they are in the search of a new home, a better home. Many people have a misconception towards why immigrants come to the united states, the majority only think they are trying to invade the country, when in reality they are just trying to survive. Most of the immigrants that come to this country are escaping corruption, violence, and poverty. They are forced to be separated of their families to send them money or to save enough money to bring them later. They are forced to do the job that no other person wants to do, because the pay is so low and the hours are long. Many live with Fear. Fear of dying in the journey, fear of being deported, fear of being discriminated for not speaking the language, or just the fear of not being able to provide for your family because you have been capture into one of the “retention” places (aka jail) like Eloy. Every day we heard the negative connotation of immigrants. The media portraits them as stealers not only from the “benefits” but also of American’s jobs. But, they are just marginalized by the society who main component are immigrants.

According to research cited by Karoly & Gonzalez, (2011), among immigrant children under age eighteen, 28% are in linguistically isolated families (minimal to no English speakers), 26% families with no high school diploma and 22 % below the poverty line families. This they posited causes a problem for immigrant children, in

Furthermore, sometimes educators may be challenged in recognizing the strengths and weaknesses of Latino English language learner student’s due to a lack of relationship between them. As stated by Campos et al (2011) that “collaboration with parents comes easy when they know you are genuinely interested in being a part of their community” (p. 102). For example, educators need to find ways to show their students and parents that they care about them outside of the school. Campos et al suggested two organizations and programs that are designed to promote student and family learning, specifically Latino English language learner. They are as following:

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.

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience.

Parents have their beliefs and practices when rearing their children, they share their customs and beliefs with their families to guide and support their families. Parents hope to share their practices from generation to generation, however when immigrants relocate other to countries they adapt to new ways of living (Two Parents, 2009). Immigrants relocate to provide their families with financial stability and better education. Some immigrants face obstacles when they relocate to North America, such as language barriers, discipline issues, and little involvement in their child’s education. Many of the immigrants first language is not English, their language barrier may hinder them from communicating with employers and classroom educators

The United States is home to millions of immigrants from all over the world. During 2004 more or less about 5.3 percent or 2.8 million of Kinder-twelve grade students were classified as being limited in English proficiency. Most of these students came from homes where only Spanish was spoken by their parents and other family members living with them. I have chosen to do my research on “Should English immersions replace bilingual education”. This topic interested me as soon as I saw it because it is something I can relate to. When I was a child, my parents brought my brother and I to the United States. We lived right across the border from Eagle Pass, Texas which is where I live today. I was able to start school at a kinder garden level. My family’s native language has always Spanish. When I started school, I did not know one single word in English and my parents either, so all the help I got was in school and some private lessons I would attend a couple times a week that my parents were able to afford. I remember my teacher would give me one on one tutoring and would at first give me work in Spanish and then started mixing it up a bit and would sometimes give me the work in English rather than Spanish or sometimes even both. The teacher I have interviewed works for the Eagle Pass Independent School District, and teaches fifth grade at Benavides Elementary. I have known her for quite some time, even though her strong language is English she believes that English immersion