The Problem Of English Language Learners

Students for whom English is not their first language face an array of challenges in their high school courses. Specifically, Roosevelt high school (RHS) has a high ESL population. Many have transitioned out of the ESL program. However, RHS, like many schools, lack the awareness of language objectives that need to be planned simultaneously when teachers plan their curriculum and instruction. Language objectives are those goals that have been intentionally planned by the teacher with knowledge of the student’s language acquisition. Language supports are those scaffolds that can be used by the teacher upon student need, specifically an English language learner in an attempt to make the content comprehensible, or as Stephen Krashen would

How does an English Language Learner learn and what are some ways that we, as teachers, can better help them with their learning? Prior studies into literacy skills of ELL students have identified the different ways ELL students learn compared to students that are only monolingual. Both monolingual English speakers and English Language Learners are more likely to be at equal levels when it comes to decoding and spelling words (August, Shanahan, & Escamilla, 2009). Reading, comprehension, and writing skills of bilingual speakers rarely reach equal levels to those that are monolingual speakers.

In order to be effective and affective educators we need to understand how the new culture will affect them and why. Educators must understand that children are always affected by the perceptions and cultural acceptance of their parents. Parents can choose to assimilate or isolate themselves in the new community. This move is detrimental in the ELL attitude towards their new cultural surroundings.

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

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.

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

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.

We learn primarily through language, and use language to express our understanding. In order for English learners to have access to core content, they need academic language and literacy skills (Echevarria, Vogt and Short). Academic language is used to succeed in reading, writing, listening, and speaking. Often English learner students enter school with limited to no exposure to academic language. These students are from homes in which English is rarely spoken. They are bright students who would excel in classrooms whose academic language was the same as their native language. The task No Child Left Behind has given to researchers and teachers is to educate the increased number of immigrants in English speaking classes. It is important to realize that there are approximately 180 native languages among the student body population. Spanish by far surpasses other language groups.

The challenges an English language learner (ELL/ESL) struggles with, such as “how one flips from one language to another ultimately determines an English language learner’s success,” existed before the Common Core (Vilson). Other educators, like Lori Musso, have been working on implementing the Common Core for ELL students. Musso is with the San Mateo County Office of Education and has explained that the standards for ELL, and the standards for the general curriculum, have been merged into the same standards as their peers (Avendano). The executive director at Stanford University’s Understanding Language initiative, Martha Castellón, works to improve the education of ELL under the new Common Core. “We know what needs to be done in terms of educating ELLs, to give them the language skills they need to be successful under the [Common Core],” says Castellón, but she realizes that there’s a shortage in resources for the ELL instructors

Empowering English as a Second Language (ESL) class for immigrant parents, I chose this topic because the ability to read, write and speak is to communicate within the environment, most immigrant parents needed to improve their English language. In addition, most immigrant parents do not understand how to read, write or communicate in English. In the United State, there are people from different countries throughout the world which mainly focuses on people’s race, culture, and more significant on their languages. Moreover, It is very difficult to communicate if you cannot speak English, read or write it. It is a major stress, which pushes immigrant parents unsociable, unfriendly, and uncommunicative. Many places, meetings, activities,

At the beginning of this school year, you may have discovered that there were one or more students in your class who did not grow up speaking English. They were raised in another country, or perhaps even in the United States, but where another language was primarily spoken at home. These students, who may not speak English at all or, at least, do not speak, understand, and write English with the same facility as their classmates, are commonly referred to as "limited English proficient" (LEP) or "English language learner" (ELL) students. If, in the past, you taught only native English-speaking students but now have some ELL

Teaching English, as a foreign language is complex and involves not only the involvement of the teacher, but much of the students. Through years of research and experience, it has been brought to the attention of many academic instructors that four crucial factors play into getting a foreigner to learn a new language. These four strategies include: Listening, reading, speaking, and writing. The class I will be teaching will be at an A1 level and will be learning about different lifestyles. All four strategies of teaching will be used in the lesson. This essay will discuss how strategies that facilitate the development of each language skill in the EFL classroom will be used to teach a new topic.

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

One of the reasons that some students struggle in studying and learning in core areas is lack of content-related vocabulary. We acknowledge that the most challenging situation is with English language learners (ELLs). This is the reason Texas has adopted the English Language Proficiency Standards (ELPS) to be able to support the ELLs as they learn the required Texas Essential Knowledge and Skills (TEKS). However, on a large scale, we observe that even some of our students who are native English speakers also sometimes struggle academically. This is because some of our core areas such as math and science are also foreign to them. We normally do not use words such as bivariate, coefficient, tectonics, metalloids, etc. in our daily conversation. This is what makes learning our core areas challenging if we do not address vocabulary as we teach content.

Five articles discussing ESL pronunciation techniques will be summarized, as well as, compared and evaluated. These include the works of Chen and Goswami (2011), Esling and Wong (1983), Florez (1998), Levis and Grant (2003), and Morely (1991). Each of the articles discusses pronunciation and how it has been undermined by the immense focus of ESL teachers on grammar. The five articles agree that pronunciation needs to be emphasized in the classroom, awareness needs to be raised, suprasegmentals need to be a focus, and an active approach using English needs to be taken by the ESL students.