English immersion

United States is no longer what it once was. A nation of a predominately Caucasian race, who only speaks one language, is now a thing of the past. The National Clearinghouse for English Language Acquisition (English Language Learners) states that from the 1997-1998 school year to the 2008-2009 school year, the number of English Language Learners in public schools increased from 3.5 million to 5.3 million which comes to be a 51 percent increase. They also reported that the overall student population grew

Assignment 1 1. Explain the history of structured English immersion in Arizona. Lau vs. Nicols 1974 decided that non-English speaking children thrown into English classes and told to “sink or swim” violated their civil rights. Under the Supreme Court decision, schools were required to provide material and teaching necessary to help ELL students with the language. No more language based discrimination. Flores vs. Arizona 1992 argued that Arizona was not paying enough funds and adequate programs

Many English-Language learners live in California, Texas, New York, Florida, and Illinois, but other areas are experiencing sudden growth in this population. Non-English-speaking children, like nonstandard dialect speakers, tend to come from low socioeconomic backgrounds and attend schools with disproportionately high numbers of children in poverty; however, many will not fit this description. A large group of professional, foreign-born technology workers’ families reside in some urban areas. In

Proponents of 227 from the READ Institute argue that, the test scores from 1998-2000, show that minority English language learning students in California have done better on the SAT 9 test than those in bilingual education had done before (Mora). Kenji Hakuta, shows in his article, Points on SAT-9 Performance and Proposition 227, “test scores rose in districts

I learned much more than I expected as I embarked on this journey to immerse myself in the Asian culture. My cultural immersion experience with the Handbridge Mandarin School, although it was from a distance, allowed me the opportunity to relate with someone who currently lives in Asia and hear about her experience learning English, as well as teaching her own native language to others. From this first experience, I have a new appreciation for language education, particularly being a student in a

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

the attitudes of Mexican American students towards learning English as a second language in a structured immersion program was investigated. It also analyzed the extent to which these attitudes differed in relation to the variables of gender and performance in English. The participants of the study were 110 students (girls, n = 56, boys, n = 54) in grades 8-12 in the Compton Unified School District (California, USA). Students with an English proficiency range from beginner to intermediate were taken

As I have mentioned before, my school district took a transitional bilingual education approach with bilingual and ESL students. Students were expected to learn English and assimilate, leaving their native language and culture behind. The expectation was that a student was succeeding when they spoke, read, and wrote English perfectly and understood all aspects of American culture. In summation, when they were the all-American child (or teenager if they were “a little slow”). In high school, ESL students

period of time I was an ESOL (English as a second language) classroom teacher. This meant part my class was native English speakers and the rest was native Spanish speakers. All of my little first graders had an entire year of culture appreciation and learning to be patient with one another. They learned about holidays which they both celebrated and holidays they did not have in common. When certain Spanish speaking students would get tired of finding the correct English words they would speak in Spanish

ABSTRACT: Bilingual children with typical development have language behaviors that mimic language impairment in monolingual children. For example, the receptive-expressive gap (receptive > expressive) mimics a monolingual expressive language disorder. The mechanisms underlying this gap are not well understood. The current study explores inhibition as a contributor to the receptive-expressive gap. Several language behaviors of bilingual children with typical development (TD) resemble language behaviors