2. Introduction
For this project, I visited a high school (remaining anonymous), and evaluated key
components that may effect an English Language Learner. Some information was sourced
through the school’s official website, which I will not site for anonymous purposes. The rest of
the information was observed and recorded by myself, or given by a staff member. I have cited
course readings and other materials to support my observations.
3. Demographics
Ever English Learners - 20%
Different Languages Spoken - 34
Enrolled Students – 1,904
0%
10%
20%
30%
40%
50%
60%
70%
American
Indian/Alaska
Native
Asian Black/African
American
Hispanic/Latino Multi-Racial Native
Hawaiian/Pacific
Islander
White
Student Ethnic Demographics
As these statistics show, this school is
incredibly diverse, with students
representing many cultural
backgrounds.
4. Language Landscape
In general, the language being spoken on campus is English. My visits occurred during a
period where only staff members were present, so I was unable to observe student-used
languages. The extent of how second languages are integrated in the classroom is unknown to
me.
As the article From English Language Learners to Emergent Bilinguals (Falchi, Garcia, &
Kleifgen, 2008) states, integration of language is difficult, “Clearly, in classrooms where
English language learners are from different language backgrounds, bilingual education is not
feasible, and, as we discuss below, other approaches are appropriate. But, as we noted above,
fully 75-79% of all English language learners in the United States speak Spanish as their native
or home language” (p. 20). I am looking forward to discovering the level of integration at this
school and whether they integrate the most popular language, or multiple ones.
5. Printed Language
This school is International Baccalaureate (IB) recognized, meaning that most of the honors
courses use text books from around the globe. This is meant to broaden student understanding of
other cultures and perspectives. The upper-classmen math class for example, uses a text written in
Australia.
In core classrooms, the only languages printed was English. This includes all materials and
posters in each classroom. The school does offer many second language programs such as, French,
Spanish, German, and ASL. My analysis does not include those classrooms.
These IB text books attempts to introduce meaningful and cultural material to lessons. As stated
in Unlocking the Research on English Learners (Goldenberg, 2013), appropriate material is
important, “There is some evidence that these supports and modifications do benefit Els. For
example, studies reviewed by the National Literacy Panel on Language-Minority Children and Youth
find that building on students’ experiences and suing material with familiar content can facilitate Els’
literacy development and reading comprehension” (p. 7). Materials that build from student cultures
and backgrounds can make significant impacts on learning development.
6. Printed Language
The library did offer different languages
sparingly. An inspirational quote is displayed in both
Spanish and English, as well as text books for each
represented language class. This pictures shows images
of student art, including images with Japanese text.
7. Representation of Student Demographics in
Materials
The school was
decorated with murals that
celebrated many cultures in a very
positive way. Each painting
included a plaque with a
description of the painting and
who the artist is. This painting
shows an integration of two
countries, proudly displaying the
Mexican and US flags.
8. Representation of Student Demographics in
Materials
The IB program highly
influences the school’s
atmosphere. The school proudly
holds 54 flags in the common
space. This picture shows a large
formation of these flags. Students
can easily see this display,
behind, on the side, and below of
this picture.
9. Representation of Student Demographics in
Materials
Many clubs and extra curricular activates are
provided to students. This board, posted in the main
entrance hall, showcases language and cultural clubs.
Some of these clubs noted include, French, Spanish, K-
Pop, NHS Spanish, and Latino club.
10. Representation of Student Demographics in
Materials
All of the previous examples of demographic materials are external affects for ELLs. As
Soltero (2011) states, external factors are just as influential as internal for learning, “In general,
external factors that affect language acquisition are beyond the control of ELLs and their
families. A society’s expectations of and attitudes toward a particular language group influence
their education experiences and outcomes. Negative attitudes toward minority language and its
speakers make their acquisition of English mush more difficult” (p. 7). These materials posted
around the school are meant to positively change the attitudes of the entire school. By changing
the opinions of native English speakers, ELLs will have a much more successful journey in
learning.
11. Where Classes Occur
This school district has a methodical plan for ELL courses. The school follows both
ELPA and SLEP assessments for their students. In accordance to the standards, there are five
levels of proficiency for grades 9-12. The ELPA provides a clear description of these
standards, “Proficiency levels 1 through 5 describe targets for student performance by the end
of each ELP level at a particular point in time. Students may demonstrate a range of abilities
within each ELP level” (2014, p. 1).
Students at the high school level that are within the first two levels of proficiency go to a
specified school in the district. All other students go to their selected school for regular
attendance. These students will attend a year long, 1 credit class, that focuses on their
language development. The rest of their classes will be integrated with the general population
of the school. As an aid for all teachers, each student enrolled in an ELL course is recorded on
the enrollment sheet.
12. Where Classes Occur
Integration into the school is implemented by this high school. As Soltero (2011) states,
integration is key, “One of the most important elements is to ensure that ELLs are included in
mainstream school activities and academic programs and also appropriate specialized support”
(p. 45). This school does exactly as Soltero describes, providing specialized support and
integration cohesively. Since the students have eight classes in a week, most of their school time
is spent in an integrated environment.
13. Resources
English Language Proficiency Standards: At A Glance. (2014, December 22). Retrieved
September 1, 2017, from
http://www.elpa21.org/sites/default/files/12.22.14%20Standards%20At%20A%20
Glance.pdf. EDLPA21 by Oregon Enhanced Assessment Grant.
Garcia, O., Kleifgen, J. A., & Falchi, L. (2008, January). From English Language
Learners to Emergent Bilinguals. Retrieved from http://www.equitycampaign.org/events-
page/equity-in-education-forum- series/past-events/from-english-language-learners-to-
emergent- bilinguals/6532_Ofelia_ELL__Final.pdf
Goldenberg, C. (2013). Unlocking the Research on English Learners. American
Educator, 37(2), 26-39. Retrieved September 1, 2017.
Soltero, S. W. (2011). Schoolwide approaches to educating ELLs: creating linguistically
and culturally responsive K-12 schools. Portsmouth, NH: Heinemann.
