Students With The Growth And Formation Of Students

General education classroom teachers are responsible for providing the primary instruction for English Language Learners (ELLs) development in English literacy skills (Thompson, 2004). Supplying ample resources to accommodate ELLs inside and outside of the classroom are essential as the number of ELL students has grown steadily. According to research, “one out of four of all children in the United States are from immigrant families, and in most cases these children speak a language other than English at home” (Samson & Collins, 2012 p. 4). Further research suggests, “students from a non-English speaking home and background account for the fastest growing population of children in the kindergarten through twelfth grade setting (Short &

As an aspiring teacher, I believe that my primary duty is to assist my students to advance in all aspects of their own personal growth, spiritual as well as intellectual and academic. The Catholic School is an ideal place to achieve this goal. The sense of comfort and security that comes from being surrounded by others who overall share the same values and religion is nurturing for the students and allows the teacher to give of

“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).

She said that most of the children that come in speak a little English, but not enough to get by in school. Those who have attended a preschool have learned some from the environment they had been in. But she said that most of her students are influenced culturally in regards to how their language has developed. For the most part the ones who do not have older siblings in the

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

Through my bibliographic search, I was able to learn the specifics of what scholars were discoursing on in regards to this topic. Current debates began with the teachers themselves. One article found that ELL teachers were generally “unwelcoming” (Reeves 2006). Reasons for this were the concern that there’s not enough time to address all the students’ needs, too much work for teachers when students are also enrolled in non-ELL classes, and feelings of unqualification to teacher ELL students (Reeves 2006). Another area of discussion is whether ELL programs should take an inclusion approach vs exclusion (from normal school curriculum) approach. Inclusion is when students are mainstreamed for most of the day, with some specific ELL classes. If only in ELL classes, students may not have access to the mainstream education needed to succeed (Reeves 2006). One article stressed the importance of education at home as well. If English is not also spoken at home, acquisition is slowed (Allen 2011). Pride also affects the rate of learning, students will often claim to understand, even though they d not, to avoid the perception of being ignorant (2011).

As an ESL instructor, I teach a diverse classroom full of migrants with a variety of backgrounds. It’s as multicultural as a classroom can be! I try to incorporate my students’ cultures into our lessons. After all, everything we know and understand comes from the lens of our culture. Take for example our own education. Think about how much influence our point of view had on our education. Now, how much is our point of view affected by culture? I try to be as culturally responsive as possible. However, I know that there is always room for improvement.

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 second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The

“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

In my original personal narrative, I mentioned that I grew up in a mostly white middle class town with a 15% Latino population. In some ways, I grew up in a town that is in the forefront of a national discussion about increasing multiculturalism and acceptance of Latino Americans. We have come to realize that not all illegal immigrants are criminals here to do us harm. Some are people who have been here many years, raised families and contributed to our society. During my childhood, I had friends that were Korean and Latino descent, and I am grateful to have experience with those diverse cultures. In this class and in a previous teaching class, I worked with and got to know students of different ethnicities. We learned in class about legislation that would provide English learners with more support while they are assimilating and learning English (Buenrostro,2017). This can only benefit everyone as we raise the level of proficiency for the newest students. We Americans may have different cultures and traditions, but we all have value that can add to our society. I hope to continue my ethnic studies to further my understanding of other cultures. With the power of knowledge, we can break down barriers and stereotypes.

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

The learning experience should be that of a collective nature where students are able to indiscriminately relate to the information, re-teach the information and have a balanced incorporation of all the learning centers in society; including the home and the church. The goal of this incorporation is to create a balanced learning environment that facilitates holistic development in the young mind. As professionals entrusted with the shaping of young minds, teachers must facilitate learning and personal, spiritual, ethical and academic development. My philosophy for education is a multi-part philosophy that encapsulates the idea of holistic and inclusive learning. The philosophy caters for the overall shaping and development of the young mind and includes aspects of balanced training, incorporated teachings and it generally focuses on training students to become teachers.