The School As A Whole

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 &

In order to help those non-native people to be successful in the United Sates, there should have some kind of programs to help them to learn English effectively, but also to maintain their native language. Bilingual Education and ESL programs are systems that developed since the mid 1900s in the United States to reach the goal of helping non-native people with the language. There has been the argument of whether these programs are effective and necessary to maintain to help the non-native speakers. Therefore, it is important to find a way to secure the Bilingual Education and ESL programs are helpful to non-native people to learn English and maintain their native language. According to the overall practice of these programs in the

The best way to educated English language is to put them in an English language class. “They argue that allowing and even encouraging students to learn in their primary language is expensive and does not expose them to enough English become proficient quickly.” (http://www.theatlantic.com/past/docs/issues/98may/biling.htm) In some cases it may be expensive for school to deliver the instruction in different language.

Movements for bilingual education rose in 1974 with the Equal Education Opportunity Act and Bingual Education Act, which ordered federally funded schools to meet special educational needs for students not proficient in English. Unfortunately, dropout rates and lack of English-language proficiency alarmed the states that these bilingual programs were not efficent. Because of this, arguments between English-only advocates and supporters of bilingual educations emerged. Articles such as the New York Times have proclaimed the failures of bilingual education. One cause could be the resistance of immigrants from English language acquisition, who hold tight onto their first language and culture. Despite this, studies show that generations

It is beneficial for bilingual students to be taught in both their native language and in English to assimilate with ease into the American educational system. Gonzalez demonstrates how Native Americans, especially the Cherokees implemented English in their curriculum while also teaching them their own language. This form of teaching did not only teach

America had never taken the topic of education as seriously as before, showing its want and need for education more than ever. In the 1850’s many immigrants from Europe had migrated to America to begin a new life. Moving because of famines or revolutions in the 1840’s, America was home to around three-million immigrants in total between 1850 and 1860. This massive wave of immigration caused a nativist feeling to spread over America. Americans began viewing immigrants as inferior to them and required them to go to school to “Americanize” them.

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

The purpose of this paper is to examine how the Federal Bilingual Education Act of 1968, ended the War on Poverty. Bilingual education is the use of more than one language to deliver curriculum content. The bilingual education system is designed for students to become proficient in English, and also encourage students to become bi-cultural; and function in two, or more linguistic and cultural groups. The policy expressed U.S commitment to the needs of the growing number of children in the public schools, whose first language was not English. In 1968, the government passed the Bilingual Education Act, which required language minority students to be taught in both their native language and English. I myself had to undergo English as a

Many students who are English language learners come from a background were in their household they speak another language rather than English. This is why it is very hard for them to adapt when they are entering a school. According to the 1968 Bilingual Education Act, this act mentioned how English Language Learners faced problems and how they came up with educational programs to help students who were Spanish speaking students (Stewner-Manzanares, 1988, P.1). The Bilingual Education Act was put in place and with this act they wanted the federal government to deliver programs that would help students who were Spanish speakers (Stewner-Manzanares, 1988,

Federal and state laws both govern the educational system in the United States, this includes laws regarding how English Language Learners (ELLs) are instructed. The federal law, No Child Left Behind Act (NCLB), allows schools to decide the method to use for teaching ELLs, but it does not provide federal support for bilingual education programs, (Peregoy & Boyle (2016). Reading, Writing and Learning in ESL. page 29) . Bilingual education, is an “instructional approach that teaches at least some academic content (e.g., reading or science) in the native language in addition to teaching students academic content in English (Goldenberg, C. (2008). Teaching English language learners: What the research does – and does not – say. American Educator,

Life as an immigrant in the U.S was not all that great. First, they had to learn English

There were some laws set by the United States that culturally dominated the immigrants in terms of their knowledge of english. One example is the Immigration Act of 1917, passed by congress, mandated a literacy test that required immigrants to read & write in their own language (law). This change of law of level education was an example of cultural dominance because the educated people dominated culture. The immigration act of 1917 displays the United States caring more about the immigrants knowing enough English in their standards than knowing only a certain portion that did not meet their standards, even if they're willing to meet their standards and are very determined to work. Also, in 1980, A law in Florida made English the official language

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

R. D. King (1997) wrote that the issue of immigrants learning to speak English dates back to 1753 with regards to German immigrants. In his article, Should English Be the Law, King (1997) states, “In 1753 Benjamin Franklin voiced his concern that German immigrants were not learning the English language” (para. 4). Even after all these years, the issue of immigrants learning and speaking English in order to communicate better with co-workers, at the bank, or

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