The Success Of An English Language Learner

As society begins to change so do other aspects that are within that particular society. Within the articles “Why Good English is Good for You” by John Simon, “Do You Speak American” by Robert MacNeil, and “Lost in America” by Douglas McGrey, each author gives their own insight as to how social changes have impacted the language within America, as well as the implications of those changes. While they each argue different views on how those implications have benefitted or hindered the language, they all agree on the fact that the language is ever-changing.

In this article, the authors examine the challenges of working with English Language learners with learning disabilities. The article begins with a dilemma that many educators face daily, being able to meet the needs of all students in a classroom. The article identifies the characteristics of LD students, issues ELL students face learning a second language and the cultural context for teaching and learning. The next part of the article offers a framework that addresses the educational needs of students based on their language, disability and culture. It focuses on how general and special educators along with the ELL teacher can effectively collaborate together to meet the needs of all learners.

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.

“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.

In her article, she mentions that Sociologists and linguists will probably tell that a person’s developing language skills are more influenced by peers (Amy Tan). However, Amy Tan thinks family condition is very foremost for a person’s spoken English. Most of the time, people always can not find the distinction when they get used to a thing. If people do one thing for a long time, they always think it perfectly normal. In addition, the language spoken by the family plays a large role in shaping a language of the child. Her mother’s English still limits people’s perception of her. Furthermore, her mother’s English almost had an effect on limiting her possibility as well.

Impact of Current Political climate on English Language Learners Students and funding in the public school.

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.

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

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

The goal of this paper is to discuss whether English language learners (ELL) are often erroneously misplaced in special education classes due to inexperienced teachers. A reason that this topic is important to evaluate is because of the high number of ELL students appearing in the special education system nationwide. This is a significant matter today, as we live in an increasingly diverse society in the United States with a 32% increase in ELL students within the last decade (August, Shanahan, & Burns, 2014). According to Ahram, Stembridge, Fergus & Noguera (n.d.), extensive research has revealed that teacher experience is tied to student achievement and plays a role in correctly identifying how to evaluate ELL students (Ahram, Stembridge,

English language learners are students whose first language is not English. Consequently, ELLs have lower reading ability levels compared to non-English learners (Begeny, Ross, Green, Mitchell, & Whitehouse, 2012; Ross & Begeny, 2011). In addition, different ELL categories exist: long-term ELLs, migrant ELLs, and transnational ELLs. Long-term ELLs are United States citizens who have been enrolled in American schools since kindergarten; however, these students are classified as limited English proficient because they have not successfully acquired English during their elementary years. Furthermore, transnational ELLs move back and forth from their native country to the United States; therefore, the constant move between countries inhibit

When I teach students I always look at the student as an individual and want to make sure that they are able to get the information that is presents. I have a preschool classroom that students are presented with safe and welcome environment to learn in. Everyday there are many layers of scaffolding that takes place. We go over routines and schedules both verbally and visually. We have pictures of what should be done in each routine during the day. Example of what to do when students enter the classroom to what to do after they are done with lunch. These are basic ways that the classroom is setup to help ELLs adapt to an unfamiliar setting.

In an effort to gain useable and positive feedback from English language learners, teachers must use ongoing assessments. Whereas standardized tests only give information on students during a certain part of the year, ongoing assessments will allow teachers to monitor students’ progress throughout the year. Informal assessments are very beneficial in monitoring the progress of students. One type of informal assessment is the use of role playing. During role playing, students are given opportunities to speak in English dealing with different situations. This assessment will let the teacher observe how well the student is comprehends the scenarios and how they respond to them. This type of assessment is effective because it allows students to put the English language into use increasing their English

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

For me, learning a language is a complicated process. It is different from learning other subjects. It involves a lot of practices and follow up. When I talk about my personal experience, I would say that I have a rich experience in learning English as a second language. English was taught to me for ten years starting from grade seven till graduation from university. After graduation, I felt that I should improve my language skills. Therefore, I did a lot of efforts personally to increase my fluency. Until now I still learn the language. Indeed, learning a language takes a lifetime.