Guided Response: Review several of your classmates’ posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates. In the United States there are many children or grownups who have a language barrier problem and are learning the English language. Some characteristics that describe LTEL according to teacher. Scholastic.com “states that children are often orally bilingual and sound like native English speakers do not have well-developed academic literacy skills in English. Often have developed habits of non-engagement, learned passivity, and invisibility in school. Also they perform below grade level in reading and writing and, as a result, struggle in all content areas. Their overall school performance is low, with poor grades and grade retention commonplace, making this population at high risk for dropping out.” One important point in this situation is that they have lived in the US most or all their lives. Some suggestions I would provide on how teachers can address the challenging of LTELS to move them to a more proficient level of English learning is doing writing exercises that leads to open discussions, also plan activities that will help them with the language. For example, a game like show and tell. This will expose them to speak and do language. Drama activities helps as well. Also they can be placed in groups of their peers where they can be help as well. As a teacher having children in my class with that same situation was challenging. One of the things I implemented was nurturing them letting them feel welcome and prohibit any laughing or making fun of them. This help them to be more open and they eventually learned the language very quickly. I also encourage families to speak the English language at home frequently so they could grasp it on both levels of school and home. In my personal opinions dealing with children who are involved in that situations needs a lot of patience. Sometimes the administrators leaves all the issue with the teachers to address. As a teacher I do not feel that we should be blamed but instead do workshops, established relationships with families to assist in this situation. As educators we can improve our curriculum established rules, do activities that will encourage and help the child. Parents on the other hand sometimes do nothing to help the child. Teachers teach them at school the proper way when they go home they are back in the same environment of not practicing English. For example, most parents speak in another language to them like Spanish or French. My neighbor only speaks Spanish to her children they hardly can speak English at school because t.

1. Guided Response:
Review several of your classmates’ posts. Based on the position
your classmate has taken, assume the role of administrator,
teacher, student, or parent and argue the amount of
accountability that has been placed on you. Try to illuminate the
ripple effect of actions from any position within the educational
network. Challenge your classmate so that their strategies
always do what is best for students. Respond to at least two of
your classmates.
In the United States there are many children or grownups who
have a language barrier problem and are learning the English
language. Some characteristics that describe LTEL according to
teacher. Scholastic.com “states that children
are often orally bilingual and sound like native English speakers
do not have well-developed academic literacy skills in English.
Often have developed habits of non-engagement, learned
passivity, and invisibility in school. Also they perform below
grade level in reading and writing and, as a result, struggle in
all content areas. Their overall school performance is low, with
poor grades and grade retention commonplace, making this
population at high risk for dropping out.” One important point
in this situation is that they have lived in the US most or all
their lives.
Some suggestions I would provide on how teachers can address
the challenging of LTELS to move them to a more proficient
level of English learning is doing writing exercises that leads to
open discussions, also plan activities that will help them with
the language. For example, a game like show and tell. This will
expose them to speak and do language. Drama activities helps
as well. Also they can be placed in groups of their peers where

2. they can be help as well. As a teacher having children in my
class with that same situation was challenging. One of the
things I implemented was nurturing them letting them feel
welcome and prohibit any laughing or making fun of them. This
help them to be more open and they eventually learned the
language very quickly. I also encourage families to speak the
English language at home frequently so they could grasp it on
both levels of school and home.
In my personal opinions dealing with children who are involved
in that situations needs a lot of patience. Sometimes the
administrators leaves all the issue with the teachers to address.
As a teacher I do not feel that we should be blamed but instead
do workshops, established relationships with families to assist
in this situation. As educators we can improve our curriculum
established rules, do activities that will encourage and help the
child. Parents on the other hand sometimes do nothing to help
the child. Teachers teach them at school the proper way when
they go home they are back in the same environment of not
practicing English. For example, most parents speak in another
language to them like Spanish or French. My neighbor only
speaks Spanish to her children they hardly can speak English at
school because the household do not encourage English. They
themselves cannot speak the language. To better prepare
children English must be implemented in both areas home and
school.
References:
http://teacher.scholastic.com/products/teach-english-language-
learners/english-3d-overview/long-term-ELLs.html