Situational Analysis of Esl Student

At school, I hear various different racial and ethnic slurs about other students at the school. For example, I frequently hear groups of Hispanic kids referred to as the ESOL kids because they speak Spanish most of the time as opposed to English. Although some of these students actually are in the ESOL, or English for Speakers of Other Languages, program, this term is used in a derogatory manner to put these students under English speaking students. I have also heard groups of black students, or black people in general, referred to as gangs. This is an extremely offensive term especially since many blacks are not involved with criminal activities. People of various races and ethnicities also loosely use the N-word in a negative aspect at school.

In this article, the authors examine the challenges of working with English Language learners with learning disabilities. The article begins with a dilemma that many educators face daily, being able to meet the needs of all students in a classroom. The article identifies the characteristics of LD students, issues ELL students face learning a second language and the cultural context for teaching and learning. The next part of the article offers a framework that addresses the educational needs of students based on their language, disability and culture. It focuses on how general and special educators along with the ELL teacher can effectively collaborate together to meet the needs of all learners.

Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.

Impact of Current Political climate on English Language Learners Students and funding in the public school.

On the other hand, Nguyen talks of the language difficulties that she experienced being a Vietnamese in the United States. At first, she is enrolled to a school far from home as it offers bilingual education to help her integrate with the system of learning. She works hard to raise her academic performance with hopes of falling in favor with the teacher. However, as the teacher knows her Vietnamese origin, she manifests her stereotype on Nguyen’s comprehension in literature readings. For instance, while it was her turn to read, the teacher would interrupt her making sentiments such as “you are reading too fast….things she did not do to other students” (Nguyen, 35). She also faces a “school-constructed identity” together with her sister with all sorts of jibes thrown against them. As Vollmer puts it, “such assumptions affect the interpretations made of student behavior and school

I propose to you a case study on a pre-kindergarten English language learning student through qualitative research. My goal was to find out if he faces any problems with regards to his behavior, academic progress and attitudes towards his teachers, classmates and parents. His name is David and just recently came to the United States from Russia about two years ago. He has a complicated time understanding what goes on in his environment because of the language barrier. The one positive aspect for David is that my assistant in the class is Russian as well. Even though he has a hardship speaking the English language and understanding his peers, my assistant helps translate words from Russian to English for him and vice versa.

In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to “Say what I say” or “Copy me,” encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994).

they have to it, and lure of the “adolescent peer culture, and aspirations to join the American mainstream culture”(Munguia, 7). In addition, the parents of the immigrant students and other members of the family have very different understandings and attitudes about the American school system and how they operate. Some of these ideas and thinking reflects the parents/family member’s own experiences with schools, cultural and religious values, and the reasons why they left their country of origin to come to the United States. Correspondingly, their involvement and engagement with the inside their homes, new culture and with the school can vary. Moreover, if the youngsters learn to cope in the new environment faster than their parents do, they

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

Research by Sarah L. Holloway and Gill Valentines (2000) places an immense focus on characterizing children as competent beings, observing childhood as socially constructed by adult society. This is quite fruitful when uncovering the level of maturity children must develop upon entering a foreign country. Carmela describes adequately throughout the first interview that regardless of her age, it was necessary to begin working, providing for her family, and establishing herself. Studies about immigrants and migrants done by Deborah Boehm (2011) act as a crucial foundation for the intent of this research. Boehm (2011) focuses primarily on the transnational experience of her participants, emphasizing a notion of

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

The growth of the ELL student population has increased in all states over the last 20 years. However, ELL parents have difficulty obtaining information from their child's school or attempting to participate in school events. These barriers, which often include poor understanding of English, unfamiliarity with the school system, and differences in cultural norms and cultural capital, may limit parental communication and school participation. However, research shows that parents' participation in school events has a positive effect on improving student achievement and school attendance rate, regardless of socioeconomic background or ethnicity. It is, therefore, important to find practical ways to improve ELL parent involvement and student achievement.

In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading and writing work samples. I will assess John’s proficiency in speaking, listening, reading and responding and writing and I will make a detailed profile of the reading and responding aspect.

During the 1990s the immigrant population expanded quickly and by a large amount. According to Eggen and Kauchak (2007) “experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools.” Educators will need to be educated on how to teach in a diverse classroom. Teachers will need to have an understanding for English-language learning children and the way they learn. All educators must be able to teach ELL students while encouraging them to continue to use their native language while learning to speak English. Teachers must also remember to try to keep all families

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and