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Increase Of Immigrants Into The ESL Classroom

513 Words3 Pages

The influx of immigrants into the United States has resulted in the growing increase of ESL students into the classroom. Odds are good that most teachers will encounter one or more ESL students during their teaching career. These students vary in English language acquisition and cultural assimilation. It is imperative for teachers to understand their role and be equipped with tools for their ESL students of all levels to survive in a regular classroom. English Language Arts instructors carry a larger burden of not only helping the ESL students to understand and speak the English language, but insure the rules of grammar and Standard English are conveyed in a relatable manner. Additionally, ELA teachers need to convey to their colleagues that language teaching is not restricted for the ESL or ELA teacher, but every instructor should have a role in the success of ESL students. The success of all students including ESL students should be the priority of all departments in the school system. The resources used in this report discuss how teachers can help assimilate …show more content…

Teachers need to show their students that writing is work for everyone and demonstrate their own struggles during the process, which allows students to feel they are not alone and can succeed in learning the English language. Again, many of these articles discuss the importance of understanding ESL students’ backgrounds and cultures to be able to focus on how these students will best respond to instruction. Teachers should embrace the prior knowledge the ESL students have from their native language and build from there. Teachers need to understand that secondary students are not blank slates and have accumulated knowledge for many years, which can be used to teach the English

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861 Words | 4 Pages

Virginia Euwer Wolff presents the struggles faced by a teenage mother, Jolly, who is raising two children on her own in the novel, Make Lemonade. The story follows the life of a fourteen-year-old high school student, LaVaughn, who is looking for a job. LaVaughn finds a flyer for “babysitter needed bad,” inquires, and lands the job. The author portrays LaVaughn as ambitious, but gentle. LaVaughn plays a pivotal role in the lives of Jolly and her two children, Jeremy and Jilly, as she fulfills the job of babysitter.

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Ells Chapter 3 Summary

474 Words | 2 Pages

Therefore, I found it beneficial that this chapter addressed this concept and the importance of reducing a student's anxiety, while also increasing their motivation and self-confidence in order to shift their mindset in regards to language and content learning. To me, this is one area where educators can quickly miss the cues that their students are giving them. For example, a student not actively participating in a class discussion or writing activity because they feel that they do not have the communication skills in order to express their thoughts with their peers or with the teacher. Consequently, the educator must not first label this child incapable or lazy, but rather, address the discomfort and general comfortability of the student. Additionally, I think it is important for teachers to keep their content at an appropriately rigorous level while ensuring that students still acquiring the English language can find symbolic, graphic means, or other means of representing the content and drawing a clear comprehension of what it is that is being taught.

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WIDA ELD Standards For ELL Students At South Fork Elementary

737 Words | 3 Pages

The WIDA ELD standards address the needs of current ELL students at South Fork Elementary. These standards are designed to support the language development of students who are learning English as an additional language, providing them with the necessary language skills to succeed academically. The WIDA ELD standards focus on various aspects of language development, including listening, speaking, reading, and writing, and they provide educators with a framework for assessing and supporting students' language proficiency levels. By implementing the WIDA ELD standards, educators can ensure that ELL students receive targeted instruction that meets their specific language needs, helping them achieve academic success and fully participate in classroom

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Summary Of The Article Best Practices For Adolescent Ells

657 Words | 3 Pages

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,

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Brown Vs Board Of Education Case Study

1691 Words | 7 Pages

The struggles ELL students face within the education system may have been a bit different than blatant racism, but the core idea of poor quality assurance is rampant. Florida's own consent decree was created to help ensure the identification and processes for students in need of help with the language to better prepare ELL students for their schooling career. The struggles of course still remain as the students will need to overcome barriers of language in an environment where the teacher may or may not be ESOL endorsed. This of course is the major problem students will face in Florida, to teach in the state a teacher must have an ESOL endorsement within two years of getting their first student of another language (FDOE, 2017, p. 24). While teachers of English or language arts have to have training within their degree, teachers of science, math, social studies, and other secondary classes do not, and are only required to seek the training you once a student classified as an ELL is placed into their class.

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1014 Words | 5 Pages

In the essay Rodriguez challenges the idea of bilingual education, he takes us through his personal experience of a bilingual childhood where he talks about what he encountered in America as he attempts to adjust to the American culture, and how he preserved his intimacy with his family even through the language barrier. Throughout the essay, we soon see that his identity and success is tied to the place and how he was raised, his parents are a major part of his success. Richard Rodriguez was Born in a Mexican immigrant family, him and he’s family moved to California, so he had to adapt to the new and unfamiliar situation, where the culture and language is completely different, therefore making him feel like he did not belong in the American culture. There was something Richard said that was really interesting, he said “An accident of geography sent me to a school where all my classmates were white.”

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750 Words | 3 Pages

During the 1970’s, California was in an uproar of submersion of bilingual education in the public education system. This period of permissive was a landmark for bilingual education because Lau V. Nichols marked a movement that lead to assimilation to redefine unification of the Americanization in the United States during this period. First, to understand the movement, in 1906 the Nationality Act passed that implicated the first legislation that required incoming immigrants to speak English as the dominant language (Barker, 2011). I believe in order to understand what is going on in the present you have to understand the history.

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Disparities And Inequalities Within The St. Louis Public Education System

1998 Words | 8 Pages

As a baseline, teachers should be trained to acknowledge the resources and backgrounds all children so that they may be able to recognize the strengths of non-native English speakers. A wholistic evaluation of minority groups is necessary for their successful integration in to the education system, if traditional practices are to continue in society. Many children in poorer areas are forced to “code-switch” between their home dialect and the dialect spoken in school. Teaching one “correct” way to speak and write can have major implications for a young person’s confidence and

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1083 Words | 5 Pages

Though there is a low percentage of ELLs in this district, there is a strong importance placed on the district’s ELL program. The district views their ELL program as a way to enhance the general education classroom experience for their students. The district has a positive view of their ELLs, stating on their website, “We value the native language, culture, and background knowledge of each of our students” (Sycamore Community School District #427, 2017). The district does not seem to have a specific definition for what defines an ELL in their district. When we asked the ESL director how the district defines English language learners, he just told us that an ELL in the district is any student who qualifies for services.

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517 Words | 3 Pages

Numerous factors have motivated me to want to become a school leader, such as colleagues who are role models in my life, my desire to make a change and to be an advocate for students who may struggle to support themselves. However, one project that I have been involved with that has ignited my desire to become a school leader was becoming the first English Language Learner (ELL) educator in my building in my first year as a full-time teacher. In previous years, my district had struggled with ELLs entering our middle school because we were such a low-incidence district. Due to a lack of enrollment and being on the cusp of the RETELL initiative, we did not have any teachers who were SEI endorsed or prepared to meet the various needs of the incoming ELL students. However, after some time as a long-term substitute English Language Arts educator, my administration asked if I would be interested in pursuing a master’s degree that would align with the needs of the ELL students.

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646 Words | 3 Pages

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1654 Words | 7 Pages

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117 Words | 1 Pages

Migrants undergo the pressure of learning a new way of life and become familiar with the language and laws within the United States. Language barriers are fundamental obstacles for immigrants. They hinder migrants from making vital connections within their communities and even to get around on a daily basis (Garrett, 2006). Daily tasks such as taking a bus or grocery shopping can be overwhelming as they may have to communicate with other people in terms of being aware of their surroundings through conversations, reading signs or even to make purchases. Immigrants reported facing language barriers when they go to the public library, saw a doctor, at their children’s school, and when lost and seeking directions (Garrett, 2006).

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1421 Words | 6 Pages

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864 Words | 4 Pages

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