Newcomers Organizational Model

Due to the economic recession, some public schools have to reduce the cost of the ESL programs. In order to reduce the cost, Chen reports “some schools and states have created mandatory full inclusion programs, where ESL students are immersed in a regular paced English class, with students who are fluent in English” (¶3). This full inclusion program can have disadvantages and advantages to ESL students and fluent students. If ESL students were in the full inclusion program, then they were “in an atmosphere for learning”, but a lot of parents and educators argued that this program is “ineffective” for both ESL and fluent students. If ESL students were in the class with fluent students, then the teacher had to slow down “the pace of instruction”, which would benefit ESL students but not the fluent students. So, it is important that ESL students are in an ESL program to learn the language, even though it might take years to learn the language. Because learning a language takes time, public schools need a good ESL

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.

In order to help those non-native people to be successful in the United Sates, there should have some kind of programs to help them to learn English effectively, but also to maintain their native language. Bilingual Education and ESL programs are systems that developed since the mid 1900s in the United States to reach the goal of helping non-native people with the language. There has been the argument of whether these programs are effective and necessary to maintain to help the non-native speakers. Therefore, it is important to find a way to secure the Bilingual Education and ESL programs are helpful to non-native people to learn English and maintain their native language. According to the overall practice of these programs in the

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually

Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form.

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.

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

“Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English. The best program organization is one that is tailored to meet the linguistic, academic, and emotional needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources.” (Colorin Colorado, 2014)

In this case, the teachers need some training and guidance on how to handle the learning needs of the immigrant population. The procedure used in delivering the instructional content seemed not to be working for the new set of students while the learning environment together with the available learning materials suggests an overall desire to expand the school curriculum.

Children in TBE programs generally learn to read first in their non-English home language and then in English. ESL often is used as a supplement to reduce the time needed to learn English. TBE programs are similar to submersion and ESL in that English usually is taught as a separate subject, but differ in that other content areas, including reading, are taught in the child's non-English home language, at least in principle (Ramirez,

The Valerie’s story represents the life of many immigrants who travel to others country in order to have a better life. Immigrant like Valerie face many challenging because of the language and low economic situation that forces them to work. Her story show how learning English is independent learning and how she expand their literacy skills by reading literature that show the value of her life . The story of Valerie indeed impressive . However, it is important to recognize that it is the case in many classrooms across America. The learning environment is the USA is far from the ideal , and there are many reforms to be implemented to increase the standards of the education and to ensure that everyone has the same opportunities regardless of

Education is one of the best ways to help immigrants to assimilate to their new country; in way that the faster they can learn the ways of the new country, the faster they can become a part of it. An immigrant’s children, if they even have any, need to be able to speak and read in English in order to attend classes and learn the material, as well as making friends. According to the Robert Wood Foundation, most immigrants would say that their lacks of English related skills are a major barrier to improving their life or social standards. Most school systems have what they call ESL classes, English

One of the changes in the basic curriculum of education brought about by the new K + 12 program is the introduction of Mother Tongue – based

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

Four models of instruction are at the forefront of conversation in the great debate: (1) English submersion/structure immersion; (2) English as a Second Language (ESOL); (3) transitional bilingual education; and (4) two-way bilingual or dual language education. English submersion or structured immersion forces students to receive instruction in an English only setting. The teacher may utilize simplified English, through accommodations, so that students learn both English and academic subject material. This approach was initially known as the “sink or swim” approach, expecting students to “pick-up” the English language as they participate in instruction. The premise is that the more English a student is immersed in, the more proficient the student will become. Per Leidis Arechavaleta, “immersion was horrible, I remember crying for six months straight after being thrown in a classroom to start kindergarten when I was 4 years old” (Teacher and Cuban Immigrant, through personal communication, March 3, 2017). The second approach, English as a second language, looks similar to immersion however practices include support to individuals in their native tongue. Students may participate in either a push-in or pull-out model. In the pull-out model, students are removed from the general classroom setting and instructed for a portion of the day by an ESL teacher. Typically these classes are comprised of students who speak many different languages and receive English language instruction. They may attend classes for only a period a day, to work strictly on English skills, or attend for a full day and focus both on academics and English. Push-in models provide instructional assistance in the general education classroom by a specialized teacher. Transitional bilingual education offers instruction in the students’ native language and a certain amount of each day is spent on