Teaching ELL Students
The last thing that shows the positive relationship between teacher and student, is When
For bilinguals, education normally starts off as a challenging time when little English is spoken in their home. Rodriguez, a first generation Mexican American, had a limited exposure to English because Spanish was entirely spoken together with his family. Therefore, he considered it to be his private language because he felt most comfortable and confident using it. Due to Richard’s insufficient practice with English, he suffered developing and speaking with others outside of his household. As a result, Rodriguez’s parents took awareness and encouraged him to speak in English at home.
In addition family and or relationship issues are another reason students may be
The parent’s perspective towards bilingual education was like the student’s opinions because both individuals felt immersion classrooms benefit the students and the parents. The father of Jason was proud his son was the first in his family to read, write, and speak in English. Jason’s father knew his son would have many career opportunities by learning English at school. Learning the English academic language was not the only proud language Jason’s father encouraged for Jason to learn but also the Spanish language as well. Jason’s father only speaks Spanish so if his son was to lose his home language, a language barrier would form between father and son.
Simonitsch and Lambert intel that the city of San Francisco was underfunded due to the overwhelming of immigrates of LEP students and made the students submerse into the English language (2004). Ultimately, the programs in San Francisco are failing at maintenance of bilingual education to static and developmental maintenance. Barker refers that static maintenance is to target language skills by maintaining them and developmental maintenance is to reach the student’s home language into a full proficiency of full biliteracy or literacy; also, known as Enrichment Bilingual Education (2011). It is important to know that indoctrinating the children into an English language culture is effecting their developmental stages. Due to these failed practices,
There are multiple approaches when looking at the way immigrant children or children from immigrant families should be taught. The most common types of bilingual programs analyzed are Paired Bilingual, Transitional Bilingual Education (TBE), Dual Language (DL)/ Two-Way Bilingual Immersion and English-only Immersion. In the Paired Bilingual program children learn in their native language and English. Researchers like Baker, Park, Baker, Basaraba, Kame’enui, and Beck (2012) compared PBE and an English-only program on ELs.
As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.
Structured English immersion is the best approach for ELL student, because the student learn the English language much faster. This well help the student do better in school and on the student’s test. They will have easier time understanding the questions and do their assignments, because they have been introduced to English fast and at a learn age. As the book stated as well using this approach the student will definitely have easier time academically. If this approach is not used, the student can learn in English and do well academically, but they never develop the academic English needed for achievement in secondary schools and beyond.
Therefore, the laws and acts that require bilingual education for students in Texas has helped the bilingual programs established in El Paso provide conversational and academic proficiency in their schools. In fact, “the bilingual immersion program in El Paso (Texas) outperformed other transitional bilingual education programs” (Goldenberg, 2005). According to Goldenberg (2005), in El Paso 's bilingual immersion program, "all subjects are taught in English, although Spanish is used occasionally to reinforce a new concept”. El Paso 's bilingual immersion programs out preformed other bilingual programs across the U.S.-Mexican border because, it contains a “native language cognitive development component
It is so important that we are starting to recognize that teachers are not the most important aspect of the classroom, the student is.
I have seen in these younger students that they have a hard time grasping another language, they get frustrated and give up. I have had parents complain that schools are spending too much time on bilingual teaching when the time could be spent on learning a more useful subject matter. Parents have asked me, “why should their English-speaking student suffer because someone’s child can’t speak English”? In my opinion teaching a bilingual education can be done at a different time other than in class on a normal school day, it can be done on a tutoring basis where other students are not missing out on things they should be
In their article, “Two Languages are Better than One”, Wayne P. Thomas and Virginia P. Collier contends that Bilingual education is not a failure, and plays a major effect on a student’s life. In their research, they discovered that Bilingual education expands the students’ cultural perspectives in society, linguistic diversity, communications, and valuing each other’s knowledge and life experience. The success of the programs for bilingual education for both language group come together as peer tutors bringing a bigger interaction with one another. Students who are in bilingual classes add to various courses in tackling human issues and approach issues from a cross national point of view. These advancement bilingual classes give a steady jolt
Meeting the School Readiness Needs of Latino Dual Language Learners in the Early Childhood Classroom Latinos in the United States as of 2013 is the largest growing minority group. One out of four students is Latino. The majority of Latino students are born in the US but do not speak English at their home (Lopez 2013). There are different types of language learners, monolingual learners and bilingual learners which include simultaneous, sequential and emergent learners.
The ability to develop foreign language become reduces. Besides the age factor Experience and school environment as well as the teaching. They play an important role in the development of language skills. So the bilingual is necessary: using
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