Sheds Light On A Growing Problem In America By Melinda D. Anderson

All languages are important and realizing it will make you become a stronger, more diverse human being. We need take make an effort not only for ourselves but for other citizens living in the United States who don’t speak English; we need to make them feel welcomed into our country. Marjorie Agosín described that,”here in the United States, where I have lived since I was a young girl, the solitude of exile makes me feel that so little is mine, that not even the sky has the same constellations, the trees and the fauna the same names or sounds, or the rubbish the same smell. These are the dilemmas of one who writes in Spanish and lives in translation”(Agosin 599). Agosín has lived in the United States for quite some time now, yet still feels like she is living a life through “translation”. She should not feel this way, Agosin should feel apart of our country and feel as if she is a citizen. It is important for us to take a stand now to make language become apart of the curriculum within our school systems starting in Kindergarten, so that our children have a more diverse life filled with opportunities. One thing we know about the future for sure is that we will still have our knowledge about language, but it is how we use that knowledge that will depict how we will succeed in life and as a

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.

“What it takes for English Learners to Succeed?” is an article written by Jana Echevarria, Nancy Frey, and Doug Fisher that illustrate concepts that will allow English Learners to become fluent in English. The purpose of this article is to discuss four accessible teaching practices that will allow English Learners in U.S. classroom to become academically successful and attain fluency in English. To clarify, the authors use access, climate, expectations, and language instruction as the practices that will eliminate education inequality and enable students to be able to fully participate in rigorous course work without excluding English Learners. Ultimately this provides an approachable school reform, creates additive integration of multicultural perspective and approach and lastly brings a way for language diversity to be seen in the classroom.

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).

To be clear, the intent of this essay is not to argue for or against the content; instead, we are analyzing what the article does in terms of the following:

Choose four important words used in the article, and indicate whether each word is neutral or emotionally charged. (Respond in point form.)

The next article, was written by Roque Planas, with a left side biased perspective. The final article I found was written by, Andrea Billups, she presents an unbiased perspective throughout her article. In Star

Some people often have passion and power towards their subject, which has influenced our world over so many years. One person who could potentially inspire our world is Jeffery Goldberg, author of "The Case For More Gun(And More Gun Control)", published in 2012. In this essay, Jeffery displays a proper amount of charisma to persuade the reader that having a gun can be used as a tool of defense, which leads to an effective essay. Jeffery Goldberg's argument in "The Case For More Gun(And More Gun Control)" is effective because of his use of pathos and ethos in the overall article. These characteristics appeal to the reader, which in overall make it effective.

The article was well written and organized thought. However it did had a bit of deficiencies. Although the usage of personal experience and opinions are existing but she also used a lot of rhetorical strategies. This overreliance made the argument and the tone sound little bit emotional. The introduction of

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.

“What it takes for English Learners to Succeed?” is an article written by Jana Echevarria, Nancy Frey, and Doug Fisher that discusses four accessible teaching practices that will allow English Learners in U.S. classroom to become academically successful and attain fluency in English. To clarify, the authors use practices such as access, climate, expectations, and language instruction to eliminate educational inequality and enable students to be able to fully participate in rigorous course work without excluding English Learners. Ultimately, this provides an approachable school reform, creates additive and transformative approach, as well as integration of multicultural perspective and lastly brings a way for language diversity to be seen in the classroom.

There is one personal story that I have never told anyone, because I feel kind of ashamed if I talk about it. I actually have no knowledge of American History; even I went to the full four years public high school in America. That is why I am questioning the education system in the United States. Instead of spending countless periods in regular History and Biology classes without understand any materials, why schools do not offer History and Biology classes but just for ESL student, using simple and easier form of English to understand, so immigrant students can actually learn more about the subjects. In the addition, schools should also give an instructional program that give English language learners access to academic concepts and skills. Therefore, I certainly believe if there were program and curricular alternatives for students with limited English proficiency, students would not experience a difficult time with their school. Moreover, research has showed that due to these difficulties that immigrant students have to face, there is a high dropout rates among language-minority secondary school students. For example, Hispanic students are more likely than White students to leave school during their high school years (10% versus 4%; National Center for Education Statistics, 1996). In 1994, the number of Hispanic students aged 16-24 who had not completed high school and were not enrolled was 30%, as compared to 8% for White

Even though the authors have valid points and cite credible sources, their argument fails to be effective in several ways. For one,

In fact, if I would have read this news article 3 years ago, I would have read it and seen absolutely nothing wrong with it. After reading scholarly articles, I yearn for more information than what it provided in a simple news article. There are important details that are left out when trying to summarize everything into a short news article.