Special Needs Of ELL Students In The Classroom

Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.

The demographics of Australia are constantly changing and the rise in families from many different countries settling in Australia is continually increasing. This is evident in the growing number of students requiring English as an Additional Language (EAL/D) support throughout Australian schools. EAL/D students often struggle with adapting to the Australian school setting due to a number of factors including their lack of understanding in the English language and their own individual experiences such as culture, beliefs, values and experiences (Hertzberg, 2012, pp. 15-21). This essay will discuss different means of assisting students with EAL/D in order to establish the necessary English language skills to learn and understand what is being taught as well as key learning area vocabulary, content and language, based on the Australian Curriculum (Australian Curriculum and Assessment Reporting Authority [ACARA], 2014, p. 6).

In England, it is a legal requirement under the EYFS for all early years settings to work with parents and other professionals to support children’s care, learning and development. Certain policies and procedures must be in place to protect children and for guidance.

The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

Allowing students to speak dialects they chose when communicating with peers is acceptable outside of the classroom and in informal class discussions because there are no requirements that are necessary to reach within casual communication. If people were not able to speak the dialect they prefer, we would be rejecting them of their own lifestyles because we would not be allowing the freedom which the United States promises.

This course has really enlightened my view of being able to learn the value of linguistic and cultural diversity and the influential learning opportunities it gives today’s classrooms and schools. We as teacher educators were allowed to examine our attitudes, beliefs, and preferences regarding linguistically and culturally diverse students, families, and communities and learn methods for working together to confirm high levels of learning for all students. Also, strategies for guaranteeing

Much like many immigrants are ridiculed for speaking broken English. John Baugh (2000) tells of a story from his childhood where he would mock students in his class who did not speak English as a first language. He would repeat what these students said with a mocking tone. As he grew older he began to realize that the way he teased many fellow students because of their broken English, was similar to the way he, and many of his fellow African American community members, were teased (p. 7-8). Baugh (2000) goes on to say that the mocking and false-sense of superiority he felt over the students learning English as a Second language was the same feeling many feel about those who speak Ebonics (p. 10). The reputation of Ebonics being a lower class dialect of Standard English, especially within the academic world, has created an academic disadvantage for many African American students (Baugh, 2000, p. 6). For these students, who are native AAVE speakers, there is no extra ESL or bilingual help to strengthen their Standard English, because Ebonics is not considered a language, but rather a dialect (Baugh, 2000, p. 3). This causes many African American students to never speak Standard English proficiently, and in turn do not read or write at grade

Counseling Native American students can be a little tricky. After reading several articles, it is apparent that there are many differences in language, culture and learning styles

This summer I was offered a teaching position as Student Support for Reading and ELL Services. I already have my Reading Endorsement and was hired with the requirement of getting my ELL Endorsement. I am working with K-5 struggling readers and K-8 ELL in a building populated just fewer than three hundred students. I am so grateful for this opportunity to service students individually and in small groups rather than a large classroom, as well as, reinforcing necessary reading and writing skills to reach grade level achievement.

The author that stood out to me the most in the first unit was Gloria Anzaldúa. This is because I had made some personal connections to Anzaldúa’s piece on How to Tame a Wild Tongue. It was interesting to read the struggles of someone who grew up within the U.S. and personally experienced not only a language barrier between those who speak only English but also those of Hispanic descent who speak different types of Spanish dialects. From How to Tame a Wild Tongue Anzaldúa argues about how taking away or making someone conform their native language takes their identity away. In the U.S. we tend to be called a “melting pot” yet we still have a hard time accepting those who differ from ourselves. With English being the primary language in the U.S. many tend to make a causation/correlation relationship. In which is related to “If you live in the U.S. you need to speak only English”, obviously this is not the case. This carries on in our schools nationwide. While the U.S. has been making some changes related to letting children keep their native language and learn English, there still can be some negative stigma related to having a native language other than English. There are two major things I believe the U.S. should improve upon through schools throughout the country. We should not only work on improving the DLLs and ELLs classes, we additionally need to start incorporating various cultural diversity activities during class at younger ages. Children can be quite

The number of school-aged ELLs grows and this brings up the fundamental questions about assessment and instruction for ELLs with special needs. The first and the principal thing is to assess children’s behavior which can help to identify learning disabilities. This can be obtained by various sampling methods such as classroom observation, interviews with students and their parents.

When trying to communicate diversity issues with parents about certain needs in your class for their child may be difficult. Especially, when trying to communicate among parents of ELL (English language learners) and ESOL (English for Speakers of Other Languages) students. Some of the difficulties you may run into are language barriers, misunderstanding of dialect, offensive gestures, and even frustration. As teachers when need to keep a cool head on our shoulders and approach this situation with a positive attitude, a plan, and a great expectation of the outcome.

Since I started this class, I have a learned a great deal about cultural diversity in the classroom and abroad. My perspective has changed slightly but my knowledge of this subject has improved. In my family, my father taught me about the civil rights movement and the evils of segregation in the U.S. My parents taught me to be tolerant of all humans, no matter what they look like, how they dress, or their sexual orientation. My family has always been liberal thinkers who taught me the dark history of racism and bigotry in this country. As an educator I would be accepting to all race, creeds, and religious peoples.

Teachers have seen that there is an increase of diversity in their classrooms. As teachers, we need to learn how to work with the different ethnicity and backgrounds we interact with every day. Many of these students are underrepresented in certain areas of education, while other students are overrepresented in certain areas as well. The two racial/ethnic groups I want to focus on are Hispanic or Latino students and Asian/Pacific Islanders.