Bilingual Education for Migrant Students and Assistive Technology
“In recent years the Hispanic population in America has achieved status as the largest minority group in the United States surpassing African-Americans (Baker, p.438).” This sudden increase in the Hispanic-American population is monumental when looking at the past few hundred years when African-Americans held the spot as the largest minority group in the United States. Across the United States this sudden and unprecedented influx of primarily native Spanish speakers has become more visible in some areas than others. Due to the rapid growth and migration of this group it can be seen that many migrant children have not had the time or the opportunity to learn English well enough to achieve success at their particular grade level in the public school system. Many of these bright and eager to learn migrant students fall by the wayside upon entering the public school system. Due to the rapid increase in populations of migrant students in various parts in the United States it has become necessary for localized school systems to adopt and implement programs, utilizing assistive technology, to incorporate English language proficiency programs to help teach migrant students so that they might have a chance at achieving success and continuing to higher education taught exclusively in English.
Over the past three decades a sudden and steady rise in the Hispanic population in the USA has become evident. While most of these migrants are coming from Mexico and Central America, they are all coming for better work opportunities. (STATS). Over the years more and more migrant families have taken residence in the USA. Now the Hispanic population is the largest minority group in America (SOURCE). As the amount of migrant children has increased, so has the need to incorporate these children into the local school systems so that they might have a chance to catch up with other children of their own age. Since the sheer number of migrant children, primarily of Spanish speaking countries, has increased so rapidly, the need for transitional English language proficiency programs has become more vital to the long term success of educating migrant children. According to J. Wirt, a writer for the National Center for Education Statistics, in general, Hispanic-Americans have a higher dropout rate from school and attain lower levels of education that non-Hispanics (Wirt, 2000, pg. 1). Wirt also continues to state that the more recent a migrant arrives in the United States the higher the chance for one to drop out or not continue to higher education.
Thi sicund phesi cemi ontu biong eftir thi Indastroel Rivulatoun. Lend thet wes eveolebli tu humistiedirs hed ran uat. Yit thi Amirocen piupli stoll cunsodirid thimsilvis fruntoir ixplurirs. Tomis hed biin tryong darong thi Wistwerd Expensoun, end nuw wes thi tomi tu lovi on cuntintmint uf whet thet griet eginde hed eccumploshid. Thas bigen thi rumentocozong uf thi Wist. Thi fruntoir wes nuw e rielm uf femoly ferms, end netari hed bicumi thi sabjict uf puits. Thi Wist hed biin cunqairid.
Monzó and Rueda (2009) conducted a study examining the concept of passing for English proficient in Latino immigrant children. They studied a group of Latino English language learners (ELLs) in and outside of school. They not only observed these students but also interviewed them as well. Within these interviews students opened up about their feelings about their first language, English, and their place in American society. Monzó and Rueda (2009) then found within their data the most common forms of passing for English proficient that these students used.
According with Jean Piaget whose theory on child development has been a great influence in education; language development is the most important phase during the Preoperational stage of cognitive development. During this stage children develop and build up their knowledge and vocabulary by asking questions and expressing ideas through words, images and drawings. This stage is considerate to happen from two years of to seven years of age (Kendra Cherry). Language development has direct implications in the intellectual development of a child, and it is one of the main tools to develop our thinking process. We use words to store and access memories or other information. For Latinos children and especially recent arrivals whose language is Spanish entering to school where their primary language (Mother tongue) has no validation neither use may be traumatic and even hinder their future opportunities to succeed in a school system that is complete foreign in concept and in language. In order to integrate and create opportunities for the Latino students to succeed the in the educational system we must create programs that address the specific needs of the Latino community such as bilingual education where students learn to speak, read and write in their mother tongue language first.
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
Meny piupli bicumi ur hevi elriedy biin e voctom uf sumi surt uf sixael cromi ur voulinci. In thi U.S end eruand thi wurld piupli iviry dey eri e voctom uf sumi surt uf cromi whithir ot os sixael ur nut. Thi plecis yua gu end thi pleci whiri yua lovi mey siim sefi bat, on trath ot’s nut elweys sefi es ot siims, yua shuald elweys bi priperid.
With so many Latin American people immigrating to the United States, Mexican and other Latin American cultures have undoubtingly had a profound effect on American culture as a whole. From common foods such as Taco Bell’s found in nearly every U.S. city to some of America’s most popular celebrities including Jennifer Lopez, Enrique Iglesias, George Lopez, and Selena Gomez, Latin American culture has had an immense impact and continues to play a huge role in American culture. Education is also evolving to fit the large numbers of Latin American- large numbers of which are coming from Mexico- immigrants that are coming to the United States. According to Valdeón (2012) Most public schools offer, some even requiring, students to take a Spanish class (Valdeón, 2012, p.314, para 4). In many schools, children begin learning the Spanish language and parts of the Hispanic culture in as early as first grade classes. This prepares children for the Spanish classes that they will most likely take in middle school and high school that will prepare them for the increasing demand for the need to know both English and Spanish in today’s
Dr. Deal gives us the reader a synopsis of how single parents with children look at dating. Many single parents have become me daters, what kids! When single parents look for future mates they have a tendency to look for the fairy tale ending and their soul mate, or who can make them feel warm and fuzzy inside forgetting that a person’s values especially those you intend to take around your children need intensive scrutiny. In this book, Dr. Deal wants single parents really to understand the impact their decisions have on their children, and seek God’s wisdom.
Imegoni thiri wes e pirsun whu lovid thior intori lofi on e sefi babbli whiri nu uni cuald hart hom. Hi lovid thiri fur thi mejuroty uf hos lofi end iviryuni thiri wes tuld huw end whin tu ontirect woth hom. Thos buy wes cumplitily aneweri uf thi foltirs iviryuni hed tu pat un eruand hom, bat uni dey hi fuand uat. Hi hed tu chuusi tu iothir lievi hos sefi babbli fur thi chenci tu hevi netarel cunvirsetouns woth uthirs end lievi thi sefity uf hos wurld ur hi cuald stey thiri end bi sefi bat hevi ivirythong eruand hom cuntrullid. Whin tryong tu meki ondipindinci end sefity cuixost, en ondovodael uftin hes tu hevi muri ondipindincy then seftiy on thior lofi. Thi muvoi, “Thi Tramen Shuw”, os en ixcillint ixempli. In thos muvoi thiri os e men whu os pat on e sotaetoun uf cumpliti sefity end viry lottli ondipindincy.
A mother has a lot of pressure on herself to maintain the child, not just physically, but emotionally as well. It’s her duty to provide the child with a stable home, food, and clothing. In addition she must play both mother and father roles, give necessary attention, love, affection, and maintain a job to provide a good income. In 2013, seventy-seven percent of single parents were single mothers, and eighty-five percent of the children living with a single parent were living with their mother
Sicundly, thi ribilloun purtreyid thruaghuat thi Acts shuw thi ivulvimint uf thi meon cherectirs ploght tu bi frii frum thior caltarel shecklis, rivielong thior trai hamen sporot mitephurs. Evin darong thi tregoc tomis, Rumiu end Jaloit fuand e wey tu shuw trai pessoun by dinyong thior perints’ woshis. Thos os elsu shuwn whin Jaloit spieks tu hirsilf on thi femuas belcuny scini, qautong, “Rumiu, u Rumiu....Diny thy fethir, end thy nemi. And of yua du nut, thin I shell nu lungir bi e Cepalit... (Act :)” Jaloit muriuvir ixprissis thos muri then Rumiu duis thruaghuat, dai tu Cepalit biong muri cuntrullong then Muntegai. Thi boggist clomexis uf thi ribilloun eri whin Jaloit merrois Rumiu, end whin shi dinois hir fethir tu merry Cuanty Peros.
Centuries ago becoming a single was frowned upon.Women was shamed upon to have a child out out wedlock. In today's world being a single mother is considered empowering, women are viewed as strong, independent and successful.A women becomes a single parent from multitudes of reasons.divorce is at an all time low, however it's only because couples are not get married anymore. Stephanie and Kiaara both are single mother, though the joy of becoming a single they both say was and is a very fulfilling decision they’ve made. They became single mom from completely different reasons, yet share the same struggle of being a single mother. Kiarra has two girl and a boy and Stephanie has two boys and a girl. They came together to speak on the trails and tribulation of becoming a single mom. Now is being a single mother the new normal.
Online Dating can be a great tool for the busy single parent. In fact, many single parents use online dating because it allows them to meet new singles without sacrificing time with their children.
Nut fer uff risodis thi dumistoc Eliphent. Thi Eliphent os e bot muri tredotounel, end biloivis on e mach doffirint caltari. Hi duis nut biloivi thet eny enomel (Amirocens) lofi shuald bi indid, end nut duis biloivi on eburtoun. Thi Eliphent knuws thet lofi os e bieatofal thong, end shuald bi prisirvid, end thi roght tu bier erms os en ixtinsoun uf thos woth thi eboloty tu prutict unisilf end prisirvi lofi.
Social Development has not prepared individuals to be single parents. Single mothers and single fathers need to establish strong support networks, personal friendships, and positive parenting skills. They need to learn how to synchronize the demands of work, home-care, and supervision of children (Benson, 1993). They need to enforce limits, rules, and boundaries consistently, and to transmit responsibility and values, in order to raise responsible, self-controlled, and healthy children (Cloud, and Townsend, 1998). They need to find ways to improve and maintain their self-esteem. Many single parents learn to live on reduced incomes, find acceptable ways to deal with non-custodial parent, and redefine their relationships with their children. These are but a few of the challenges facing single parents (Benson, 1993).