Who are the Standard English Learners

To pursue further the reason above, when I was thirteen my family and I have moved from Vietnam to the United States. At the first day in the America, it was in the airport in San Francisco, California. I was about to go get some food in Burger King for myself but I couldn’t actually speak English. So I mixed in English and hand language to buy the food after a week later I went to school and studied a course named English as A Second language. During the course, I learned how to read and write English and I was struggling with the tasks during the first years but after that, it gets quite

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.

At first, speaking English was a bit difficult because I did not feel confident using it with others. The most advanced students sometimes made fun of my English. The students who spoke my own language made more fun of me than the ones who were fluent in English. The teasing by the students made me feel embarrassed and shy to speak the English language, giving me a fear of being made fun of or looked at differently. Practicing the English language with my own siblings and playing with the neighborhood kids who already managed the language gave me more confidence to speak English. Taking Spanish courses in school was also an advantage, which helped me to get better at my native language and kept me from losing it.

One manner in which I have helped the Hispanic Chamber achieve its mission is by serving as a translator for the workers in the kitchen who are unable to communicate fluently in English. This has proven to be a very valuable asset of mine as it allows the managers and crew members to coexist more smoothly and work more efficiently. This experience has also taught me to become grateful for the many values the other workers in the kitchen have instilled within me, including: hard-work, perseverance, and punctuality. Additionally, I have been able to offer advice to the other Latinos at my job about any questions they may have regarding the American education system. This includes providing them with different resources and contact information for information on colleges, scholarships, financial aid, etc. Lastly, I have also assisted the other workers by retelling my father's experiences coming to America and the many obstacles he has encountered throughout his life in order to achieve the success he has garnered today. For these reasons, I have learned to take nothing for granted in life and to always willingly assist the other Latinos at my job in order to express my gratitude for the many valuable life lessons they have taught me over the

I am a third culture kid. With both my parents being Mexican, I had a very challenging infancy due to only speaking Spanish. I could not communicate in English until I was enrolled into the first grade of Holly Lane Elementary School in Westlake, Ohio, where I learned to speak, read and write in English at the age of seven. Sounding out the spelling of the words in English did not work at all as it had for Spanish. I had to completely adapt my language knowledge to English grammar rules.

Introduction - Being a part of a bilingual speaking family, like with my mom and dad who are Chinese immigrants, is an experience that no one can imagine unless you are part of a bilingual speaking family. Experiences such as knowing a language that not many of our neighbors don't know can be frustrating for both sides. Being young in my early years, learning English was not only a struggle for me but for my family. I noticed that my parents struggled learning english and communicating with the outside world. From buying groceries to paying for the bills, I observed the painful experiences that my parents persevere through all these years. I was glad public schools gave me the opportunity to not only learn English but to help my family live in this English superior society.

I learned that once student start to learn English most of the time their primary language had not been fully developed. The second language develops continually. Valid progress monitoring is necessary in order to be valid. Assessments should have both reliability and validity. This is sometimes a problem with ELL students. It is important when data is collected that it is used for decision

The immigrant poupulation in the United States is rapidly growing . Every year numerous immigrants cross the border to pursuit the “American dream”. Many come to escape their country’s violence, others come to seek better job opportunities, and the list just goes on. They all have one thing in common which is to get want a better life. A better life for them and their family. August & Shanahan remark that English Learners make up more than 10% of the school-age population and the number just grows(cited on Alt et al, 2013). Like non english learners students , english learners are required to take all of the standarized tests in school if they have been here for at least 12 months. How can a student be ready to take a standarized test after

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

My experience working as a COTA at the MS School for the Deaf has been one of my favorite!. In this setting I have encountered many experiences where my knowledge and appreciation of various cultures and diversity factors, has impacted my therapeutic relationships with my students, their teachers and their families. When I started working at the school I had little experience in the school setting in general, and very little experience with the deaf culture. I knew two things after my first day. I was very intrigued with the deaf culture and also, that I had a lot to learn! I took time to enroll in a beginner community sign language course, bought a beginner sign language book and browsed the internet for proper communication etiquette within

Further schools must develop strategies to include all families of youth within the collaboration, planning, and implementation of secondary transition-related activities, including CLD families. Olivos, Gallagher, and Aguilar (2010) developed a research-based framework for building a welcoming school environment for CLD families of students in special education. Including locating English language proficiency programs to assist clients who do not speak English as their primary language. An illustration of utilizing multicultural counseling competencies includes asking clients open-ended questions and encouraging families to elaborate on their belief system towards disability. Hernandez et al. (2006) also recommend that rehabilitation counseling agencies have bilingual rehabilitation counselors available to provide adequate services to clients whose first language is not that of the dominant culture, in addition to having forms and resources that are printed in various languages (Hernandez Cometa,., Rosen, Velcoff,, Schober,, & Luna,

I was born and raised in Chicago, but as a child my first language was Polish. My parents came here from Poland not knowing any English, so it was really hard for me to understand English because I had no real help at home. As parents made me learn Polish as my first language because it was the only language they knew, it was really hard for me to learn English as another language at a really young age. I was in the bilingual program in elementary school, which helped me with all the struggles I had. The bilingual program gave me all the help I needed that I couldn't get at home and was a great help for me. As I grew up, the years were getting easier and easier. As I was going into freshman year of high school, everything was getting easier

That being said I find it important that we identify what level of English your ELL student knows. Because some may know no English, able to read and write English, some English, and etc. Once the school is able to identify what level of English the ELL student has then we they are able to place that student in the right program and class. After the student is given an IPT assessment

ELL (English Language Learner) are individuals whose first language is not English and who are presently learning English. The term ELL can envelop an extensive variety of proficiencies in English from truly negligible abilities to very familiar. In schools and locale ELL may be utilized to mean the same as constrained English capable (LEP), however in fact it doesn't mean the same thing. It's critical to comprehend what a content or speaker considers ELL to mean.

have had significant increases in their ELL population (Echevarria et al., 2006). These increases mean that the challenges of meeting the needs of students with limited English proficiency (LEP) is no longer confined to urban schools; all teachers must be equipped with the knowledge and skills to address the educational needs of these diverse learners (DelliCarpini, 2008).