As a teacher, I am committed to give each of my students the right to receive help. Just because a student is having trouble pronouncing the English language I know that I shouldn’t talk down on them or ignore them because they are not grasping the language better than others. I am entitled to equally teach my students and find ways to help them better their learning. As a bilingual teacher, I will find programs or other activities that I know can help them, so that they can be successful.
What are schools required to do to determine whether a child comes from a home that speaks a language other than English? What are requirements for testing, assessment and placement of ELLs? Explain the Lau V. Nichols case and its impact on second language learners. As a school leader, discuss possible challenges faced by ELL students who face language barriers that result in achievement deficits and what you need to be aware of / do to assist those students.
In the Los Angeles Times article “Fighting for Multilingual Learning,” Jazmine Ulloa describes the importance for the schools to have bilingual and multilingual programs. The article which gives information about how some of the schools on local communities are trying to push for new programs described by Ulloa is very important to create programs that will be beneficial for the students. The article describes how the education leaders are hoping to stimulate the growth of the bilingual classes in California. Moreover, it discusses that less than 5% of public schools offer bilingual and multilingual programs. One of the most important points she makes is that only 693 teachers were certified in bilingual education last year, down 45% from 1,268
Chapter 1 starts with describing how much the U.S has changed when it comes to teaching students that don’t speak English as their first language. It gives three setting: first language classrooms, bilingual classrooms and english-language classrooms. First language is where is where all interactions is in the primary language of the students, bilingual is a classroom taught in both english and the student(s) main language while english-language classrooms are classrooms in all English. For language is to learned a child has to understand/know words, sounds, grammar, discourse and pragmatics of the lanuage. The chapter later gets into how children can quickly begin to understand 2 languages if exposed early.
Because all students should have the right to an equal education, ELL’s should have equal access to the same resources that other students have. The whole school should be on board with welcoming, supporting, and making the ELL student’s transition easier (Rance-Roney, 34). Teachers can also make a global community classroom, by doing so, it will create a culture rich environment inviting ELL’s and educating their peers on other cultures. Teachers can also adopt a dual curriculum for the ELL students that support their second language development but also teaches them the required standards (Rance-Roney,
In regards to linguistically diverse students, schools could provide a translator or activity instructions could be written down in their first language. This not only accommodates for the sociocultural implications on their learning but encourages respect for their culture and its importance. These sociocultural sources of difference must be acknowledged by teachers if they are to ensure equity for each student in their classroom. The designed learning activity
Dual language programs need to be carefully designed to ensure that each language receives an equal amount of time in the classroom. A good intervention during this teaching program is to be able to reinforce the concept taught in the student’s strongest
In the united states schools teach in a single language due to the fact that people all over the world learn english in their schools as a secondary language. Many people argue that learning multiple languages helps both the people and the nation progress. On the other hand people also argue that teaching in other languages would not be good because of americanism (the fear of being taken over by another culture). Proposition 58 suggest that the schools teach multiple languages, this is good due to the fact that kids will learn new languages, as well as experience new cultures and will be able to collaborate with other people in their native language.
1.There are many approaches for working with children learning a second language. Which approach do you believe works best? Tasked based learning. This is a more naturalistic approach to learning a language compared to those who teach children grammar rules and syntax. Children interact in their home language in real everyday situations.
Meeting a lot of different people that spoke a different language from me made me feel uncomfortable in school. There were times when I didn’t feel welcomed at school and that I felt like I didn’t belong. Thus I also believe that is very important for every teacher to do their best to create a comfortable environment. From the first day of class teachers should let their students know that they have to respect them and their peers. Encourage every student to participate and volunteer.
Question 2). I mentioned about the English language because, I agree with the Preschool Mission Statement, that it is important to learning English to be able to use, and grow, and think on their own as well as being able to act on their own. It is very important for the students, because it set them up to achieve and succeed in the future. This can happen by: - being able to take control of their learning and move forward to become an independent learner. - helping people connect throughout the world and helping children who use English to see things from different perspectives, locally and globally.
Bilingual Teacher Preparation from an ELL’s Perspective Claudia Gonzalez University of Texas at El Paso Abstract This paper explores bilingual teacher preparation; one of the most important and principal lack of bilingual education. Teachers play an important role in children’s education and it is very important to give to bilingual students adequate preparation according to their academic level so they have the same opportunities as other students to be successful in the world.
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.
Research Questions From the literature review, it was established that there were several factors affecting language learning and acquisition. More specifically, it was revealed that factors such as exposure at an early age, motivation, attitudes, incentives and educational system can influence language acquisition. However, most of the research were conducted in the west and were focused on students as subjects to the study and foreigners working in the country where they need to learn the language to lengthen their range of employment opportunity.
Some researchers assert that this problem must be external and is mostly teachers’ responsibility. First of all, according to Gökçe DİŞLEN, most of the time students lose their interest and enthusiasm towards language learning due to insecure classroom atmosphere and pedagogues’ harsh attitude (2013). Bad tempered and strict teachers tend to not only make students feel uncomfortable but also themselves. Furthermore, educators must make lessons more appealing though different activities, give constant positive feedback and encourage students to learn a
