Summary Of I Hate English By Ellen Levine

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 &

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

Amy Tan’s ,“Mother Tongue” and Maxine Kingston’s essay, “No Name Woman” represent a balance in cultures when obtaining an identity in American culture.  As first generation Chinese-Americans both Tan and Kingston faced many obstacles. Obstacles in language and appearance while balancing two cultures. Overcoming these obstacles that were faced and preserving heritage both women gained an identity as a successful American.

In “Mother Tongue,” Amy Tan an American writer, shares her experience growing up with the family where no one speaks perfect English, and how it affected her education and her life. As the second generation of Chinese immigrants, Tan faces more problems than her peers do. Her mother, who speaks limited English needs Tan to be her “Translator” to communicate with the native English speakers. Tan states, “I was ashamed of her English” (2). Her mother is like a burden to her, at least in Tan’s early years. But the cultural conflict she becomes the theme of her writing and it is under this situation she wrote many novels and essays including “Mother Tongue.”

Amy Tan’s literacy narrative “Mother Tongue” is about the different dialects of English, she is familiar with. She explains that her intelligence is judged by the way she speaks. Amy Tan, explains memories from her life where she encounters many forms of English. Her mother, a Chinese immigrant spoke “broken English.” She describes her mother as someone who was able to understand English, well the mother claims that she understands everything, but when it came to speaking, she spoke without the correct grammar. Due to her mothers broken English, Amy Tan has adapted to the type of English her mother speaks, their own type of English language. Tan feels as if the English she is speaking with it outside world is more complex than the English she

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

The article, Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners, explains to educators how to support the language development in young children who are learning English, how to incorporate Personalized Oral Language Learning (POLL) into the classroom, and how to be intentional about supporting the needs of the English language learners. The four individuals who wrote this article consult programs on dual language learners and have their masters or doctorates in education (Magruder, et al., 2013).

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

There are numerous bilingual and multicultural individuals on the planet today. For some, decisions of which language they utilize, and how they utilize it, relate to what social or social group they have a place with. Amy Tan, a Chinese American writer, depicts this well in her short exposition “Mother Tongue”. Tan experienced childhood in two unfathomably unique universes utilizing diverse English’s. The primary world, which comprises of her nearby family, she talks what we may call “broken” or “constrained” English. The second world, which is her business and expert world, tan talks and composes culminate standard and scholastic English.

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

So, what are the best types of instruction and assessment tools for teachers working with Ells? The journal article, titled “Culturally relevant texts and reading assessment for English Language Learners” by Ann E. Ebe a PhD. at Hunter College, City University of New York, New York, believes, that culturally relevant texts are an important key for teaching, and thus assessing ELLs per literacy comprehension (Ebe, 2010). Ebe believes that students who are English Language Learners have a higher level of comprehension when they are reading texts which are culturally relevant to them as opposed to reading texts that they have little cultural connection to (Ebe, 2010). Ebe’s research was focused on the belief that if ELLs are given texts which connect to them culturally, then they will improve their reading comprehension skills, because; they relate to a student’s background knowledge and thus enables the student to connect meaning to the information that is being presented (Ebe, 2010).

School board members across the country want to better serve the students who are English language learners. Because countless English language learner students spend part of their academic day in a regular classroom, the general education teachers need to be trained to understand instructional strategies and techniques to aid in advancing this population of students (Stover, 2015). Consequently, it would also be beneficial for school board members to support the bilingual and English Language Learner Specialist in training all teachers in the district on ways to better serve this population.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

Students who are English Language Learners are taught in whole group with their general education teacher and in a small group with their ELL paraprofessional. About 5 % of students who are ELL are on or above grade level in Reading based on the i-Ready Diagnostic Assessment 3. This is why the district believes these students and others should have extra practice or progress monitored on their mastery of vocabulary skills in school. Helping students master the skill of vocabulary teachers need to be able to have time to demonstrate an effort to systematically teach word study. They also need to be able to use vocabulary techniques and practices that will be intense and meaningful to the students in third grade. Last but not least, they need to be able to share effective vocabulary techniques in their PLC’s that have worked for them in their

In the essay, “Mother Tongue”, Amy Tan lays out examples of noticing the different Englishes in her life and how she incorporates them into her writing. She also breaks down the different versions of English that have taken root in her life. Tan notes that she includes all the Englishes of her life in her book, The Joy Luck Club. Tan, the daughter of immigrants, learned to navigate between the “perfect” English of her professional life and the “broken” English of her youth. The author’s main claim of there being no perfect way of speaking English is one that can be easily recognized because Tan gives clear examples of the diverse versions of English in her life, she pinpoints moments in which she sees the differences and discovers how to accept and acclimate these differences to her life and career.