Phone Interview Paper

S is a 59 year old African-American female born and raised in Anson County who has attended several institutes of higher learning. After earning a Bachelor of Science in Secretarial Administration from Barber-Scotia College, she later received special education teaching licensure from the University of North Carolina at Charlotte. Because of her love for learning, S has also taken online classes through the University of Phoenix. She has been a secondary special education teacher for three years and currently works with 8th graders at Anson Middle School.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

This paper will be focusing on two articles that deal with Ell children as well as the policies and programs available for ell children. The two articles that will be discussed are Starting Early with English Language Leaners by Maggie Severns and Chapter Two from Menken, K. and García O. Book Appropriating Language Policy on the Local Level by David Cassels Johnson and Rebecca Freeman. These two articles provide us two different views on ELL services in two major cities in the United States which are Chicago and Philadelphia. Although these two articles discuss two different cities we are shown some of the similar views and struggles that they have with ell programs and policies. Therefore, this paper will explore the struggles of these ell programs as well as the policies and strategy of each city.

6. Think of a product or service you have purchased recently. What aspects of the product or service design made it attractive?

Doctors Ana Iddings and Mary Combs are Associate Professors from the University of Arizona who conducted research on how to help English language learners become successful in grades Kindergarten through 12 along with Dr. Luis Moll who is a Professor Emeritus from the named university. Dr. Iddings has conducted individual research on many topics, one being the education and professional development of teachers to work with English language learners (ELLs) and their families. Dr. Combs currently teaches courses in bilingual and English as a Second Language (ESL) courses on the graduate and undergraduate levels. Dr. Moll’s main research was conducted in education of Latino children in the United States.

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.

The large school district in this study is located in the suburbs of New York City. The problem is ELL students are underachieving in reading and writing on state assessments when compared to non-ELLs in this district (NYSED, 2014b). Based on New York State’s Blueprint for English Language Learners Success (NYSED, 2014a), school districts have to ensure that all teachers can teach ELL students, and address diverse learning needs, such as cultural, linguistics, and socio-economic status, including students with disabilities. In addition, this problem impacts classroom teachers who may be highly qualified to teach content areas but may lack training in addressing the diverse learning needs of ELL students, which might include bridging cultural and language barriers (NCTE, 2008). Teachers need to be prepared to address the problem of underachievement for ELL students.

In the article, Involving Parents of English Language Learners in a Rural area. The author explains how ELL have increased in public schools over the years. The author makes note that many of the barriers for ELL include the lack of parental involvement. In addition, the author explains how the lack of parental involvement can hinder a child’s performance and impact collaborative efforts between parents and teachers. Furthermore, this article explains how the cultural divide between parents and teachers can lead to parents feeling inferior.

Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools

Phone Interview of Dr Lauara Steines, 300 First Capitol Dr, St Joseph’s Hospital St. Charles, MO (636) 544-4611

This article highlights the overwhelming need to address English Language Learner disaffection within the challenging circumstances that many teachers and students face. Eley (2012) argues that teachers in the United States are highly discouraged and have a low level of job satisfaction. A primary source of teacher discouragement is cutbacks in spending for education coupled with unfunded mandated changes in curriculum. Students hardest hit by a lack of sufficient school funding tend to be located in inner city schools. The student bodies of inner city schools consist of predominately of minorities with a sizable population of recent immigrants, including numerous English Language Learners. English Language Learners, whose teachers are disaffected,

CM Gilmore conducted a phone interview with Tara Whitaker regarding the family of Katie Vorhies. CM Gilmore explained the reason for the call. Tara reported the following:

Imagine life as a child, an intelligent, but nonetheless a child, unable to communicate it’s thoughts. I came to the United States as a child, untrained and illiterate, with no expertise in English, I suffered greatly, socially and academically. My enrollment in the English Language Acquisition Program (ELA) refined my knowledge, amending my social and academic aspirations. My initial encounter with the United States is the reality of more than 4.5 million English Language Learners (ELL) across the nation, who are forgotten and neglected by their teachers and peers. Many school districts are capable, but with underprepared teachers, many of whom are not trained to teach ELL students, schools have failed to properly educate

First, the number of ELL students continues to grow in the United States. Over the past three decades, the foreign-born population of the U.S. has tripled. The immigrant population is approximately 13 percent, having increased by 1 million from 2013 to 2014, and rising steadily since 1970 (Nieto & Bode, 2012). ELLs are the fastest growing segment of the public school population. It is projected that by 2025, almost one-fourth of the public school student body will be comprised of ELLs. Demographic statistics suggest that the ELL population has increased in U.S. public schools over 60% in the past ten years (Gonzalez, 2012). Educators need to address the rising percentages of multilingual students in their

The decision on the case positively affected the educational system. For example, this is the reason why school directs are required to provide equal opportunities for English Language Learners (ELLs). To help ELLs overcome the language barriers, school districts started implemented instructional programs such as English as a Second Language (ESL), Bilingual Education, and English Structured Immersion (ESL). Most importantly, teachers are offered professional development regarding instructional strategies for English Language Learners. Thus, ELLs are given adequate resources that enable them to receive an appropriate