When I first read about the ESL academy, I was intrigued because I had never attended a professional development that addressed the needs of ELL students. I applied for the academy because there were no teachers in my district with ESL training or endorsements and because I saw it as an opportunity for both professional growth and professional advancement. Although I work in a district where there are very few ELL students, most of the surrounding districts have a statistically significant percentage of ELL learners. I hoped by attending the ESL academy, I would have an advantage by receiving training that will soon be essential for teachers in my district. Because of my previous training on meeting the educational needs of struggling learners and students from poverty, I expected that the ESL academy to offer more information along those same lines. During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
TESOL International Association. (2013a). Implementing the Common Core State Standards for ELS: The Changing Role of the ESL Teacher. Alexandria, VA: Author
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
...odel minority stereotype contributed to Keltner and Lily struggle with schooling by heightening parental “education fever” and increase academic as well as emotional burdens on Keltner and Lily who were already struggling with learning. Lily and Keltner stories suggest that each family or child should be understood in their specific learning contexts. Educators need to understand an individual child’s lived experiences and addresshis/her psychological and educational needs so that they can achieve his/her own success. Schools and policy maker can help educator to do so by developing appropriate curriculum that is oriented to ESL students, rather than using mainstream curriculum that does not fit the needs of ESL learners. Training teachers to implement classroom strategies that aim to understand students’ individual needs and foster students’ school home connection.
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
I completed my field experience observing third grade at Centennial Elementary in Nampa. While any chance I get to work with students is rewarding, this particular field experience seemed like a waste of time, in my opinion, as there is not a proper English Language Learning class in place. The teacher, Mrs. MK, I observed was great with the students. However, I felt there needed to be more emphasis on background building as I learned from the SIOP model discussed in class. I was incredibly surprised at the curriculum content of the ELL program at Centennial. Also, I was baffled that the teacher did not hold a teaching certificate merely a district certification much like that of a Para Professional only a slight bit higher. Granted she is
Changes in language and culture in the classroom have been swift and dramatic. In the period between 1980 and 2000, the white, non-Hispanic population grew by 7.9percent. The population that identifies itself as nonwhite or Hispanic grew by 88 percent (Lynch & Hanson, 2004). We cannot continue to ignore the facts. The classroom population is changing at a rapid rate. Our students have contrasting backgrounds, possess multiple languages, and have particular views of the world. We ought to take the time to understand and appreciate the difference that make them unique. A good first step is to have a good idea of the population that we teach.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
As a woman, there is constant pressure to conform to the current standard of beauty, regardless of ethnicity. As a young woman of Filipino heritage in the middle of Missouri, the pressure to look like the other girls in class was constant. While other girls were concerned about the length of their hair and what type of glasses they wore, I felt obligated to damage my hair by dying it bleach blonde and once I found the extraordinary invention called, ‘color contacts’, I wanted to order a pair to change my brown eyes blue. However, it was something that an elementary school music teacher, Mrs. Wolff, had said; how it would be “boring” if everyone looked the same, sounded the same, enjoyed shared the same interests. That is the virtue in diversity.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Nation, I. S., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.