Education
The English language learner (ELL) student population continues to grow at a higher rate than the student population does as a whole. According to the National Center for Educational Statistics the general population grew 9% from 1993 to 2003, while the ELL population increased 65% during that same time. The ELL student population is estimated to now include 10% of all students (English Language Learners, 2005).
ELL students face the challenging task of learning a new language while also learning subject-area content. Although there have been signs of progress, including higher reading and math scores for ELL students, it is felt that more improvement is needed. Current trends show that English language learners receive lower grades, are judged by their teachers to have lower academic abilities, and score below their classmates on standardized tests (English Language Learners, 2005).
When school systems are developing ELL programs, goals for the program should flow from whatever educational approach has been selected for serving ELL students. Goal development should tie back to what experts in the field have identified as successful results under the approach that the district has selected. When establishing goals for the ELL program, each district needs to take into account its own individual situation. The essential Title VI requirement for ELL students is that they have meaningful access to the district's educational program. For this reason, the goals for ELL students should relate to the goals maintained for all students throughout the district (Developing Programs for English Language Learners: Goals, 2005).
Effective goals should indicate to whom they apply, what level of performance is expected, when the performance level should be attained, and how success will be measured. Effective goals for ELL students should address both English language development and subject matter instruction. In order to meet the many other needs of ELL students, the district may also choose to have goals in such areas as staff development,
Vocabulary Acquisition by English as a Second Language Learners This chapter provides a review of the relevant peer-reviewed and scholarly literature concerning vocabulary acquisition and English language learners and a discussion concerning Web-based vocabulary platforms including several representative examples as well as their potential for contributing to English language learner (ELL) student success. Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research
ELL Case Study: JavierPart 1Javier (a pseudonym to protect his identity) is a 17-year-old student in the 12th grade, attending a high school in a medium-sized town in the Midwest. Born and raised in Mexico, Javier\\\'s journey to the United States began four years ago, and it marked a major transition in his life and education.Background and Family LifeJavier comes from a close-knit family and is the youngest of three
Taking these two pieces of data into consideration, we may conclude that poverty amongst immigrants is rising and having a correspondent challenging impact on their children. These children who, frequently, know little English then bring their problems into the schools that they attend not only impacting their peers but also frustrating and challenging their teachers and principals. The challenges of the poor home environment as well as the deprived atmosphere
Highly Effective Unit PlanAuthorFirst and Last Name: Bria GayleSchool Name: N/ASchool District: New York City Public SchoolsSchool City, State: The Bronx, New YorkClassroom InformationSubject AreaSocial StudiesGrade Level(s)KindergartenUnit OverviewUnit TitleSelf and OthersUnit SummaryIn this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories,
First, Spanish sounds different from English in terms of vowel sounds, sentence stress, and timing. (Shoebottom, 2007, Spanish). In addition, Spanish speakers can confront grammar problems when learning English, "although Spanish is a much more heavily inflected language than English, there are many aspects of verb grammar that are similar. The major problem for the Spanish learner is that there is no one-to-one correspondence in the use of the
Sometimes students have obstacles to contend with as they enter school. One such barrier can be language. The student I worked with is a Chinese first year student who is attempting to assimilate to AP class schedules. He is a 14-year old interested in learning the English language and is having problems not only learning the language but balancing out the needs of his identity versus the American culture. English
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