English Language Analysis

Being raised in a Mexican household that only practiced one language affected my understanding of other languages. Integrating into a school where I had to learn a new language was difficult to understand and processing all the information I was being given was just too difficult for me at a young age. As a past student from the Alvord Unified School district, learning all the concepts of the English language was tedious at times. When I was trying to improve my English, all my attention and efforts went to knowing how to speak, pronounce, and write in English but failed to pay attention to the smaller details of English. At a young age I was placed in various learning program classes offered by the school district to help those who learned

The first program I attended was offered by my elementary school. The program was offered to those who had a hard time with the English language. Each day after school I would attend the program for help but mostly because it was mandatory for me to go. I would always take out my homework and do the assignments I was asked to do. These assignments were straight forward so I would never ask for help, leaving my mistakes unchecked for. As a young boy I have never been fond of the English language. My mentality at this age was that homework was boring and should be nonexistent. On top of the time the program took, it also had homework assignments to be completed. I felt like adding more work to a young student, especially on a subject I was having trouble on, impacted the way I felt about learning English. At this point I was overwhelmed and tired of all the extra work I had to do. I felt that I was being taught to just learn the language but not actually integrate it and apply it to the real world. My mentality as a child was that I disliked the fact the program was an extra workload. Maybe at a young age, the program should have a different approach on the way it teaches the

I understand the fact that the English learning program was meant to help us grow but the reality was that one cannot leave the program without passing the test given during high school even if one felt like this program was not needed anymore. I believe that the students enrolled in the program at this age should have a say about whether or not they want to stick with it. The program at this age was still similar in some of the concepts from before but it was now developed to help out high school students. There was one big test offered every year which consisted of failing or passing the program. If you failed you have to take the test again, and if you passed the test, you were taken off the program. Unfortunately I failed the first few times and it wasn’t until my third year of high school I was able to pass the exam and not worry about it again. I felt that in high school this program was pointless because I already knew most of the main concepts of the English language. As a teenager my mentality of this program stayed the same in a way that it was not beneficial. The program consisted of a test every year I felt that the experiences and the knowledge I obtain outside of this program was the main reason to why I was able to understand a new