Growing Diversity In English Language Essay

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

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.

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

When it comes to teaching English Language Learners, math is often an under researched topic because it is thought to be a language of numbers (Janzen, 2008). A misconception that many educators share is that because math uses symbols it is not associated with language or culture (Bresser, Melanese &Sphar, 2009). Not all English Language Learners are the same, and often times ELLs enter a new classroom that requires proficiency on both mathematical and linguistic levels. ELLs come in with different levels of schooling, some come from a situation where they have been attending school regularly, so the transition is not as hard as it is for the students who really have not attended school on a regular

“Where inability to speak and understand the English language excludes national origin minority-group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” (Smith, 1990)

With nearly 30 million immigrants crossing our borders in the last three decades, the United States education system has seen a dramatic increase in the number of English Language Learners (ELLs) entering the classroom (Migration Policy Institute website, n.d.). With this influx of non-native English speakers has come the need to find the best ways possible to meet them where they are academically and teach them accordingly. However, after years of research, education gurus are still divided on how to best meet the needs of ELLs. While there is no clear-cut approach, there are several strategies and programs that schools can implement in order to help immigrant learners and their families be successful in our school system.

“Following the Immigration Act of 1965, legislation was passed to contribute the public schools in dealing with the influx of non-English-speaking students. Title VII of the Elementary and Secondary Education Act of 1965 supported programs for educating these students, including transitional bilingual education programs” (Echevarria and Graves 2011, p.350). This Act did not fully articulate how to go about educating these students, so an unclear message was received or not received in whether there was going to be a process of their first languages or a complete transition to English. “The outcome was that most ELs were consigned in English-only classrooms without suitable

An important goal of education is the ability to think for oneself. Many authors talk about education, such as Luis J. Rodriguez in her article “ Slurring Spanish”, Amy Tan’s article “ Mother Tongue”, and Sherman Alexie’s “ The Joy of Reading and Writing: Superman and Me” all point out the problems of education. Some obstacles that minority students face in the U.S. come from school, family, and their own cultures. Speaking a different language, having different language experiences, and studying hard to overcome stereotypes are big challenges not only for immigrant students, but also for native students.

“Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English. The best program organization is one that is tailored to meet the linguistic, academic, and emotional needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources.” (Colorin Colorado, 2014)

The author claims to have a better life you need to settle in to your community by providing the necessary things to survive. However, there is a wall blocking the path to get there when entering into a new country the nation has a different language, culture, traditions, laws, and transportations. The biggest problem is not knowing the language because it allows you to communicate with your society to get things done. A Chinese immigrant got into a car accident and could not describe to the police what happened on his behalf. Many believe they can not improve their lives till they know the language. For immigrant and refuges to embrace english as their second language there is the program ESL. They seem to struggle with the task but are determine to learn some can’t follow the lesson so they self-study. Every english teacher and class teach the language differently which can sometimes be a problem by showing a different format. There is a problem with the ESL when immigrants and refuges come to America they have to work right away then they get to busy to come to classes. Some schools provide the program for children this allow the kids to help out their parents. It really great they have the program ESL although it does take up their time but it gives them an opportunity to learn and the children as well. I think if the kids have been in the program for a will and can speak english well but the parents still struggle the kids can help out their family. The parents have done a lot from leaving their county to give their family a better life and worked hard to get there. The kids can play their part

An impressive 16.2% of students in the Federal Way public school system self-identify as Hispanic (U.S. Census, 2013) [primary]. Of these students, 23.9% are foreign born (U.S. Census, 2013) [primary]. These students are often multilingual, switching to Spanish when home. In fact, 32.4 percent of students speak a different language at home (U.S. Census, 2013) [primary]. It should not come as a surprise that language is a major component of one’s culture. Most American schools place a heavy emphasis on

Those immigrants left their culture and family behind and searched for better opportunities and life. When those international students first arrived, however, they are not able to fit in the society due to the language and culture differences. All of them must take ESL, English as Second Language, class that they often found it tough. On the other side, the most precious advantage is it creates a diverse environment. “Going to school here makes them better prepared for the world.” (Swerdlow, 8), reflecting that United States is a melting pot, and students can not only have a better understanding of different lifestyles, values, and languages, but also willing to adapt the vary of society once they

Education is one of the best ways to help immigrants to assimilate to their new country; in way that the faster they can learn the ways of the new country, the faster they can become a part of it. An immigrant’s children, if they even have any, need to be able to speak and read in English in order to attend classes and learn the material, as well as making friends. According to the Robert Wood Foundation, most immigrants would say that their lacks of English related skills are a major barrier to improving their life or social standards. Most school systems have what they call ESL classes, English

Although most would say the action of learning a new language is the largest implication of minorities in the public education system, throughout the United States a decline of teachers who are willing to help minority students has proven to have a burden on their ability to learn.

“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.