English as a second language essay

English as a second language essay

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English-language learner - Wikipedia

English-Language Learner often abbreviated as ELL is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language and has a native language that is not English.

Some educational advocatesespecially in the United Statesclassify these students as non-native English speakers or emergent bilinguals. The legal term that is used in federal legislation is 'limited English proficient'. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.

The term "English Language Learner" was first used by Mark LaCelle-Peterson and Charlene Rivera in their study. He defined ELL students as students whose first language is not English, including both limited and higher levels of language proficiency. The term ELL emphasizes that students are mastering another language, something many monolingual students in American schools may never attempt outside of the limited proficiency gained from foreign language class requirements. In adopting the term, LaCelle-Peterson and Rivera gave analogies of other conventional educational terms.

The authors believed that just as we refer to advanced teaching candidates as "student teachers" rather than "limited teaching proficient individuals," the term ELL underscores what students are learning instead of their limitations.

Sincean English-only instruction law had been in place in the United States. It was not untilthat the legislation was overturned by SB53, english as a second language essay, a policy signed for California public schools to allow other languages in instruction, english as a second language essay. A year later, after SB53 garnered support by the immigrant community, the Bilingual Education Act Title VII was passed. Nationally, public schools were then provided funding for programs that met the educational needs of ELL.

Not long after the installment of Title VIIthe "taxpayers revolt" came to fruition and California's Proposition 13 was drafted, english as a second language essay. It proposed funding cuts for large portions of California's public schools, backed by those who disapproved of immigrant progress.

In opposition to this, cases like Castaneda v Pickard fought for educational equality and standards focused on developing ELL students, as english as a second language essay as an overall sound plan for school districts. To combat this, education advocates in the Bay Area began to open all-inclusive schools to promote the acceptance of ELL students, english as a second language essay.

There are a wide variety of different program models that may be used to structure the education of English language learners ELLs. These program models vary depending on the goals of the program and the resources available. Some researchers describe program models as existing on a spectrum from more monolingual forms to more bilingual forms. Fast-track to English programs encourage students to use English as quickly as possible and offer little to no native language support, english as a second language essay.

In transition-bilingual programs, instruction begins in the student's native language and then switches to English in elementary or middle school. In dual language programs also known as two-way bilingual or two-way immersion programsstudents become fluent simultaneously in their native language and English. Two specific models of instruction include the push-in program and the pull-out program. The push-in program includes the English teacher coming into the classroom to aid the English Language Learner.

The benefit of this method is that students remain integrated in the classroom with their native English-speaking peers. This method does not isolate or single out ELL students; However, this method can present challenges in co-teaching, as the educators must work together to collaborate in the classroom. Some educators argue that learning another additional language while learning English might be too challenging for ELLs, or that ELLs should focus on their English proficiency before attempting further languages.

Other educators insist that foreign language classes are the only classes that put ELL students on a level playing field with their peers, and furthermore that research may suggest that ELL students perform better in foreign language classes than their peers.

The push-out program entails the ELL student learning in a separate classroom with the English teacher. The benefit of such a method is that ELL students receive individualized, focused training. Unfortunately, this method can isolate ELL students from the rest of their peers, leaving them feeling left out from the community.

In a five-week study by J. Huang, research showed that "classroom instruction appeared to play an important role in integrating language skills development and academic content learning. Scaffolding theory was introduced in by Jerome Brunerenglish as a second language essay, David Wood, and Gail Ross.

In the context of aiding ELL students, scaffolding is seen as a way to offer more support to ELL students initially through additional strategies and approaches, which are gradually removed as the student gains independence and proficiency.

All of these additional areas of support are to be gradually removed, so that students become more independent, even if that means no longer needing some of these associations or seeking them out for themselves. In Asao Inoue's work "Labor-Based Grading Contracts," he proposes an alternative to traditional content-based or quality-based methods of assessment in writing classrooms. High marks are earned by students who go above the baseline requirements, which earn students a "B" on the A-F grading scale.

The intent behind Inoue's design is that students are rewarded for their efforts rather than deterred, and students who traditionally score poorly when graded on quality such as ELL students are equally capable of receiving a certain grade as any other student, despite any educational setbacks or challenges they endure. A unique aspect to the labor-based grading design is that students collaborate as a class to decide what the terms on conditions of grading scales are.

This way, all student's voices are heard and considered when developing a method of evaluation for their work. The Every Student Succeeds Act or ESSA passed in replaced No Child Left Behind Act NCLBalso requires all ELLs attending public schools from grades K to be assessed in multiple language domains, such as listening, reading, writing, and speaking. Attitudes of educators play a major role in the ESL classroom.

These negative perceptions are informed by english as a second language essay bias that ELL students are not adequately trying or that they are personally at fault for their language barrier. These attitudes can also lead to biases in the way students are assessed and evaluated. A study to examine anti-racist pedagogy within predominantly white versus predominantly Mexican classrooms concluded that Mexican elementary-level english as a second language essay had a firmer grasp on cultural inequalities.

Another study on Caucasian first-grade teachers and their ELL students indicated biases that ultimately affected students' desire to learn. A combination of misinformation, stereotypes, and individual reservations can alter teachers' perception when working with culturally diverse or non-native English speakers, english as a second language essay.

Teachers are placed in the position to teach English-learning students, sometimes without the necessary training, as mentioned above. From a Walden University study, a handful of teachers at an elementary school expressed not having the energy, training, or time to perform for these students. An ESL teacher, in a study called "Losing Strangeness to Mediate ESL Teaching", "connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge".

It have been proven to be beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.

Similarly, the sharing one different cultural backgrounds can benefit other students in the mainstream classroom who may not have the cultural maturity or dual identities that these students are able to shed english as a second language essay light on.

Another reason that an ESL student may be struggling to join discussions and engage in class could be attributed to whether they come from a culture where speaking up to an authority figure like a teacher or a professor is discouraged. This makes classes that are graded based on participation especially challenging for these students. Strategies that can mitigate this discomfort or misunderstanding of expectations include offering surveys or reflective writing prompts, that are collected after class, inquiring about student's educational and cultural backgrounds and past learning experiences.

Regardless of how much training an instructor has on teaching ELL students, being open to learning about them as an individual rather than a part of a larger group and making efforts towards tailoring and personalizing their learning experience can contribute to the student's overall success.

Outside of the classroom, ELL students are otherwise institutionally marginalized, english as a second language essay well. They often sit at separate lunch tables and are under-recognized in school assemblies, english as a second language essay.

Aside from linguistic gaps, the adjustment to American scholarly expectations, writing genres, and prompts can all be jarring and even contradictory to an ELL individual's academic experiences from their home country. An example of this is how American writing prompts tend to be multiple pages long, with extensive details and examples.

Many collegiate ELLs can be overwhelmed and confused by all of the additional information, making it difficult to decipher all of the different parts that their writing needs to address.

Another example is found in how students from other countries may be unfamiliar with sharing their opinions, [35] or criticizing the government in any form, [36] even if this is a requirement for an essay or a speech.

Students still thought in their first language and used the rhetorical patterns of their first language to write English essays… Because writing patterns or styles are not only cognitively but also culturally embedded, many ELL writers in this study found it takes a significant amount of time to adapt to different thinking patterns when communicating through written English. Of the 5 million ELL students in the school english as a second language essay, Researchers have found that there is a disproportion in ELL students identified into special education.

Most ELL students qualify under the Specific learning disability or Emotional Disturbance categories. See the WIDA Focus On: ELLs with Specific Learning Disabilities fact sheet for a detailed map breakdown by state on percentages of ELLs identified into this category. In order to maintain an environment that is beneficial for both the teacher and the student, english as a second language essay, culture, literature, and other disciplines should be integrated systematically into the instruction.

Postponing content-area english as a second language essay until CLD students gain academic language skills bridges the linguistic achievement gap between the learners and their native-English speaking peers. When working with English language learners, english as a second language essay, it is suggested that teachers try to understand the cultural background of their students in relation to education. Students will benefit substantially from the use of literature in instruction, as well.

Students also can gain motivation in writing by teachers allowing them to write about culturally relevant topics that allow students to express where they come from and aspects of their culture [43].

By integrating other disciplines into the lesson, it will make the content more significant to the learners and will create higher order thinking skills across the areas. Introducing language in other contexts focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, english as a second language essay studies, or other academic subjects. Allowing students to translanguage, or alternate, between English and their native language is an essential strategy for English language learners.

In the classroom, English language learners can often feel intimidated when asked to speak, so when students are allowed to use their first language to help produce their second language, it lessens some of the anxiety that can occur.

In this case, english as a second language essay, teachers are not concerned so much about their language output, english as a second language essay rather if they are able to communicate their ideas.

When it comes to writing, constant and a variety of feedback needs to be given. This could be about syntax or sentence structures, which feedback could be given on a rubric. Incorporating technology is one strategy for supporting English-Language Learners in the classroom. The internet makes it possible for students to view videos of activities, events, and places around the world instantaneously. Viewing these activities can help English-Language Learners develop an understanding of new concepts while at the same time building topic related schema background knowledge.

This can also help students visually as well. For English language learners, listening all the time can become very taxing, so teachers should add in visual as much as they can to support students. Experiential learning is another strategy to support ELL students. The teacher can provide opportunities for English Language Learners to acquire vocabulary and build knowledge through hands-on learning, english as a second language essay.

A strategy that requires more involvement from educators is supporting the students outside of the school setting. To respond to deficiencies in the public school system, educators and student activists have created spaces that work to uplift ELL and their families. Labeled as family-school-community partnerships, these spaces have sought out cultural and linguistic responsiveness through encouraging participation and addressing needs outside of school.

It is an interpretation of growth through art and community bonding meant to prime student development. While there have been several advancements in both the rights and the strategies and support offered in the United States and Canada for English-Language learning students, there is still much work to be done. Despite International students who often make up the bulk of ELL students in higher education, in addition to immigrants being sought out as sources of profit and their boosts of collegiate diversity statistics, there are not always additional funding and resources curated to support these students at their respective institutions.

With efforts like U. President Donald J. Trump's proposed deportation of International students as a result of 's COVID pandemic, and the ongoing debate whether to continue to support pathways to citizenship and achievement by the children of undocumented immigrants, such as DACAthere are still many hinderances to this group of students occurring today. Adoption of socially-just classroom pedagogies such as those proposed by Asao Inoue, and the re-examination of the privileges inherent in the existence of " Standard Academic English " are current steps towards a trajectory of inclusion and tolerance for these groups of students in both K and higher education.

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What is English as a second or foreign language?, Explain English as a second or foreign language

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English as a Second Language (ESL) for Teachers and Students

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