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Latino ELL Students: A Case Study

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Spanish is the most common language that English Language Learner (ELL) students speak or understand, and is quickly becoming an important language in the United States of America (US). (López & González-Barrera, (2013). Massachusetts is home to a large and growing population of Latino ELL students (Fry, & Gonzales, 2008, Rennie Center, 2007). These students come from diverse national, socioeconomic and linguistic backgrounds. Some may be highly educated, others may have had very limited or no formal education. According to the Massachusetts Department of Elementary and Secondary Education, school districts in Massachusetts for the year 2015-2016 have 19% Latino students and 9% ELL students (Massachusetts Department of Education, 2016). …show more content…

In order to encourage parents to participate in this way, schools need to improve communication across linguistic and cultural barriers. Schools can create organizational structures to help parents participate in schools. Schools can hire an intermediary such as a bilingual liaison who can can make Latino parents aware of the power structure of US schools and provide linguistic support to help them navigate it. In the US, parents play important role in students’ education, so it is important to develop relationships with parents (Quiocho & Daoud, 2006; Zarate, 2007). In the United States, parental involvement in the school is considered a positive influence on students’ education. Schools in the US must explain to Latino families the purpose of parent teacher conferences and actively recruit families to participate in them. Schools should offer conferences at times when working parents can attend them and provide interpreters and …show more content…

Some students may come from urban areas; others from a small town with small classroom environments. All of these students can enrich the curriculum with stories of their customs, experiences and lifestyle. Schools must hire staff that reflect the cultural diversity of their students. Many Latino ELL students feel more comfortable opening up to other Latino students and to bicultural staff. Teachers must remember that their Latino students may come from different socioeconomic backgrounds and not assume that all Latino students are poor or deprived. Many students’ families may have been economically poor in their home countries, but other families were middle class or elites forced to emigrate due to circumstances in their home countries. Teachers who are unaware of Latin American cultural norms may misinterpret students’ behavior as disrespectful and demonstrating low academic engagement. Examples of student behavior that can be negatively interpreted include failure to make direct eye contact, no questioning of authority, and failing to engage in classroom

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However, the teacher population consists of 91% non-minority teachers, 3% African Americans, and 6% Hispanics. The district has previously tried to hire minority teachers, but was met with disappointing results. The district has hired within the previous two years only five minority teachers, however, two minority teachers moved to a neighboring district due to higher salaries being available. (Webb, 2013)

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There are many data that show Latinx high school dropout rates have significantly decreased while Latinx college enrollment has increased. In 1996, the dropout rate for Latinx high school students was thirty four percent. Twenty years later that rate decreased by more than half and was at a record ten percent in 2016. That same year, forty-seven percent of Latinx high school graduates enrolled in a post-secondary institution, up fifteen percentage points from 1999 (Gramlich, 2017). Despite Latinx college enrollment being at an all-time high compared to former years, Latinx are still inordinately behind other groups in obtaining a post-secondary degree.

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Patricia Gándara writes about the crippling segregation within our modern school system for Latino students in her essay Overcoming Triple Segregation. She examines the Latin American’s struggle for education by pointing out how not only are they segregated racially; but socioeconomically and linguistically. Gándara states that segregation towards Latinos will result small amounts of academic success and fewer citizens entering the workforce. Then the article takes a turn to advocate the use of bilingual classrooms, stating that by assimilating them into our culture, they will be able to become successful future contributing members of society. Gándara states that Latinos are forced to overcome the racial hostility placed before them, a lack

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Additionally, it was noted by Mendez et al (2015) that many students, specifically Latino English language learner students’ were able to learn through various modalities such as visual cues, answering questions, writing, and drawing as it was related to activities done in the classroom, that would allow them to reinforce their understanding of the meaning of new words. Indeed, most students learn vocabulary indirectly when they hear and see words used in many different contexts, for the Latino Dual language learner students, they had prior knowledge during their early years in school. In short, the researchers did not find any discrepancy between Latino English language learner students when compared to their peers in terms of vocabulary

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Methods Data will be collected from London Towne Elementary School located in Centreville Virginia. A large number of students that are from Latino descent attend this elementary school. It is estimated that 42.9% of the student population at London Towne Elementary identify as Hispanic, Hispanics are the largest group of the student body. In addition, it is reported that 45.8% of K-12 public school students at London Towne Elementary participate in the National School Lunch Program.

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According to both the AP of Guidance and the Parent Coordinator, most of their students come from different communities in which more than eighty-five percent of their school students are Minorities. By taking into all three communities into consideration, the school will be better prepared to help increase parent and community engagement. The guidance counselor's involvement in getting both the parents and community engaged in the school was temporary. They offered information sessions during school nights, Saturday school and at a College.

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For example, Hispanics are the largest minority group in the nation, “in 2005 the high school dropout rate of Latinos was the highest, followed by those of African Americans and American Indians/Alaska Natives (“Ethnic and Racial Minorities and Socioeconomic Status”). White students had a dropout rate of 2%, 6% for Hispanics in the United States while Hispanics Kansans had a 3.6% dropout rate. This fact corroborates a correlation between Hispanics high school dropout rates, lower college enrollment and the Hispanics low SES that contribute to the low rates of Hispanics educational attainment in the State of Kansas and the United

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Within the public educational system, children interact with all sorts of people. Personally, I went to a public elementary school local to Palm Springs. Vista Del Monte or in English, "View of the Mountain" was a mostly Hispanic school. Even the name is in Spanish. I could count the number of Caucasian people in my class on one hand.

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It is crucial to academic performance and essential to culturally responsive pedagogy. Each of the teachers have established very strong curricular content and language objectives based on their team teaching approach to instruction. Through conversations with Ms. Castorean, Mr. Hill and Mrs. Hawkins I was able to learn that after school every Monday they get together to create and post content/language objectives for their lessons. One of the important steps of the Sheltered Instruction Observation Protocol model (SIOP) of teaching content to ELLs is to build students’ background knowledge before teaching content by linking concepts to students’ personal, cultural, or academic experience.

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Dietz(1997) argued that when a school limits parental involvement to a particular type of involvement (e.g. fundraising, committee membership) then only a small proportion of parents become involved. As a result the school neither really involves parents, nor reaps the potential benefits from involvement. Instead, a more comprehensive model of parental involvement which elicits a wide variety of parental involvement is advocated (Dauber & Epstein, 1993). Epstein and colleagues (Epstein, 1992) thus developed a typology which aimed to comprehensively categorise the variety of involvement activities in which could potentially engage. These are summarised in the table below.

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