Week 3 bilingualism and home language use
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The document discusses English Language Learners (ELLs) and their experiences in the classroom. It notes that ELLs come from diverse cultural, linguistic, and socioeconomic backgrounds. ELLs bring influences from their cultures to the classroom, including aspects of race, religion, and ethnicity from their families and neighborhoods. The document advocates for greater parent and educator involvement to help ELLs succeed, suggesting evaluating strategies and programs to create positive connections between ELLs, instructors, and parents.
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English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
Bilingualism and home language use
The document discusses strategies for cultivating partnerships between home and school for bilingual students. It recommends maintaining open communication through newsletters, translators, and family nights. Evaluating partnerships through parent-teacher conferences and surveys can provide feedback on effective communication and support needs. School leadership should encourage parent involvement, support diverse learners, and oversee ongoing evaluations of partnership programs.
Bilingualism and Home Language Use
This document discusses several topics related to bilingualism and home language use including:
- The cognitive benefits of bilingualism for children and connecting them to family heritage.
- The importance of culture and language in the classroom experience for bilingual students.
- Strategies for schools to cultivate positive partnerships with homes of English language learning students, including making schools family-friendly, hosting family events, and encouraging parent involvement and feedback.
- The role of leadership in supporting bilingual students and their families.
Bilingualism and home language use
This document discusses strategies for teachers to effectively engage and communicate with parents of English language learners. It identifies important factors that influence students' language acquisition like their background knowledge, language proficiency, and view of education. The document recommends that teachers use communication methods like newsletters, technology, and cultural events to inform parents and get their support. It also suggests conducting surveys and observations to evaluate which engagement strategies are helping and emphasizes the teacher's role in building relationships with students and parents.
Bilingualism and home language use
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This document discusses challenges that English Language Learners (ELLs) face under the No Child Left Behind Act (NCLB). It notes that ELLs represent over 10% of K-12 students but have historically been underserved. Key challenges include difficulties properly assessing and including ELLs in accountability systems given their entering and exiting of programs, lack of native language assessments, and inadequate funding for ELL programs and support. The document suggests ways to address these challenges, such as simplifying assessments, increasing investment in ELL programs, and better informing parents. It raises questions about whether NCLB has actually improved education for ELL students.
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English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
Bilingualism and home language use
The document discusses strategies for cultivating partnerships between home and school for bilingual students. It recommends maintaining open communication through newsletters, translators, and family nights. Evaluating partnerships through parent-teacher conferences and surveys can provide feedback on effective communication and support needs. School leadership should encourage parent involvement, support diverse learners, and oversee ongoing evaluations of partnership programs.
Bilingualism and Home Language Use
This document discusses several topics related to bilingualism and home language use including:
- The cognitive benefits of bilingualism for children and connecting them to family heritage.
- The importance of culture and language in the classroom experience for bilingual students.
- Strategies for schools to cultivate positive partnerships with homes of English language learning students, including making schools family-friendly, hosting family events, and encouraging parent involvement and feedback.
- The role of leadership in supporting bilingual students and their families.
Bilingualism and home language use
This document discusses strategies for teachers to effectively engage and communicate with parents of English language learners. It identifies important factors that influence students' language acquisition like their background knowledge, language proficiency, and view of education. The document recommends that teachers use communication methods like newsletters, technology, and cultural events to inform parents and get their support. It also suggests conducting surveys and observations to evaluate which engagement strategies are helping and emphasizes the teacher's role in building relationships with students and parents.
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This document discusses the importance of bilingualism, home language use, and cultivating partnerships between home and school for English language learning (ELL) students. It notes some of the sociocultural factors that impact ELL students and the identity confusion that can result from speaking one language at home and another at school. The document provides strategies for schools to partner with parents, such as using translators, hosting family events, and keeping parents informed. It also discusses the role of school leadership in establishing relationships and providing resources to support ELL families.
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This document discusses challenges that English Language Learners (ELLs) face under the No Child Left Behind Act (NCLB). It notes that ELLs represent over 10% of K-12 students but have historically been underserved. Key challenges include difficulties properly assessing and including ELLs in accountability systems given their entering and exiting of programs, lack of native language assessments, and inadequate funding for ELL programs and support. The document suggests ways to address these challenges, such as simplifying assessments, increasing investment in ELL programs, and better informing parents. It raises questions about whether NCLB has actually improved education for ELL students.
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This document discusses bilingualism and home language use. It covers sociocultural aspects like language transfer and generational status. It also discusses acculturation, additive bilingualism, and cultural pluralism as they relate to bilingualism and home language use. Additionally, it provides recommendations for cultivating partnerships between home and school, such as effectively communicating with parents, embracing students' cultures, and building trust. It also discusses evaluating the effectiveness of these partnerships and the role of school leadership in cultivating them.
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This document discusses English Language Learners (ELLs) and strategies to support their education. It notes that ELL students come from diverse cultural, linguistic, and socioeconomic backgrounds. It emphasizes the importance of parental involvement in increasing student achievement and reducing discipline issues. It also stresses the role of educators in simplifying the educational process for ELL students. Finally, it recommends assessing the effectiveness of ELL programs, creating positive connections with ELL students and families, and educating instructors on ELLs.
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Between Worlds (Intro)
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
Children Left Behind
This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.
Beyond the Journal • Young Children on the Web • November 2005
Beyond the Journal • Young Children on the Web • November 2005 1
Embracing Diversity
Reflections from Teachers of
Culturally Diverse Children
pproximately 40 percent of children in U.S. public schools are from
culturally diverse backgrounds (NCES 2003). Yet, other than in Head
Start—where 52 percent of teachers come from a variety of racial,
ethnic, and cultural backgrounds different from the mainstream—only 22
percent of preschool teachers are culturally diverse (Saluja, Early, & Clifford
2002) and the percentage of non-White K–12 teachers actually may be closer to
10 (NCES 2003).
A cultural mismatch between teachers and the children they teach can result
in uncomfortable classroom experiences for some children and teachers.
Unlike many children who arrive at preschool and elementary classrooms and
find familiar environments and teachers who speak their same language
(English), many culturally and linguistically diverse students may feel like they
are moving “from one world to another” as they go from home to school (Au
1993, 9). Their teachers often differ from their families in race, culture, and
language. Classroom expectations and patterns of communication may also
differ from those at home.
Cultural compatibility
Teachers who share their students’ culture can minimize some of the differ-
ences between home and school. Often these teachers serve as role models,
validating the identities of culturally diverse children (Saluja, Early, & Clifford
2002). Unfortunately, while the need for teachers who reflect the cultural
diversity of the student population has grown, the percentage of culturally
diverse teachers has declined (Saluja, Early, & Clifford 2002).
Considerable research (Delgado-Gaitan & Trueba 1991; Halcón 2001; Moll
2001; Ogbu 2001) indicates, however, that teachers who do not share children’s
cultures can provide culturally compatible instruction if they understand the
children’s “cultural funds of knowledge,” which can be thought of as the
different ways of knowing, communicating, and doing that exist within diverse
homes (Moll 1994, 2001). Teachers who understand and appreciate culturally
different strengths and funds of knowledge are more likely to provide enriching
Michaela W. Colombo
Teachers cannot hope to
begin to understand
who sits before
them unless
they can con-
nect with the
families and
communities
from which their
children come. To
do that it is vital that teachers
and teacher educators ex-
plore their own beliefs and
attitudes about non-white and
non-middle-class people.
—Lisa Delpit
Other People’s Children
Many culturally and
linguistically diverse
students may feel like
they are moving “from
one world to another”
as they go from home
to school.
Michaela W. Colombo, EdD, is an
assistant professor in the Leadership
in Schooling Program at the Univer-
sity of Massachusetts, Lowell, where
she teaches sociocultural contexts of
education, second language acquisi-
tion, and diversity issues for school
leade ...
Essay On English Language Learner
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Essay on English Language Learner
Schools in the United States of America (USA) are facing many challenges, because of the increasing numbers of the English Language Learner (ELL) students. School administrators are trying hard to provide an equal opportunity education to their students. Furthermore, educators are looking forward in providing several methods and technique to help their students to succeed in their academic learning skills. There are many factors that need to focus on and it can be the fundamental when trying to build powerful resolutions, such as parents and community resources, social influences, native language, etc.
ELL Families and Schools
Teaching is a call, where teachers need to have an understanding about each individual student s cultural...show more content...By allowing the ELL students to use their native and their second language in reading, and writing it will make them move along this new process. Reading and writing experience should be context related and meaningful in order for them to be effective in their learning, even though, they can transfer the literacy skills that they have obtained in their native language towards their second language while they are exposed to more learning experiences.
Many challenges are faced by the ELL students and their families by being in a new environment, such as a new language, school, food, beliefs, life style, etc., where they feel that they need to deviate from their home language and their culture, absolutely not, they need to be conceited, revered, treasured. In this matter, our role as educators is to be prepared to work effectively with families (Katz Bauch, n.d., p. 189), in providing the effective sup
Literacy Planning and Diversity
The document discusses the relationship between literacy and diversity in Australia. It focuses on students from low socioeconomic backgrounds and how recent education policies have impacted them. Specifically, it discusses how the introduction of standardized testing (NAPLAN) and school performance reporting (MySchool) have shifted curriculum and pedagogy away from multimodal texts that low SES students can connect with. This has reduced student engagement and risks widening educational divides. While multimodal literacy instruction can boost outcomes for these students, current testing does not assess these skills.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - www.n...
This document discusses the challenges school leaders face in administering programs that serve English language learners (ELLs) and diverse populations. It notes that the number of ELL students has grown significantly and principals must support their academic achievement and cultural needs. The document recommends that principals develop a knowledge base including cultural and linguistic understanding, distribute leadership to involve community members, and create a professional learning community to improve teaching practices and support all students.
Ell drop outs - copy
This PowerPoint presentation discusses factors that contribute to low graduation rates among English Language Learner (ELL) students and suggests strategies to address the problem. It finds that ELL students often have poor academic achievement, especially in reading. They also face a lack of communication between schools and families. Additionally, ELL students are often not provided adequate language services or teacher support. The presentation recommends providing early reading interventions, improving school-family communication, ensuring adequate resources and support for ELL students, and making schools more culturally competent to help increase ELL graduation rates.
Benefits of culturally and linguistically diverse classrooms
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
Where are we? Latinos in NYC High Schools
A presentation on Latino students in NYC high schools presented at the annual RISLUS forum along with several colleagues.
Creating intentional communities
This document discusses the creation of an intentional learning community called the Culture Share Club to support English Language Learners (ELLs) in the classroom. The author formed this club to provide scaffolding for two Vietnamese brothers new to learning English. By surrounding the brothers with supportive peers and collaborative projects, the Culture Share Club helped the ELLs practice English and feel legitimate in the classroom. It also benefited all students by having them learn from each other's diverse backgrounds and perspectives.
Remedial and Special Education2014, Vol. 35(5) 300 –312© H.docx
Remedial and Special Education
2014, Vol. 35(5) 300 –312
© Hammill Institute on Disabilities 2014
Reprints and permissions:
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DOI: 10.1177/0741932514525047
rase.sagepub.com
Article
I improved a lot, that’s for sure, but I still need to learn . . . if I
had more opportunities, I feel like, I would be good right now
and passing my tests . . . I mean every test I’ve taken right now,
I failed . . . I failed the tests because of the words . . . so I think
I need explanation.
These words capture the school experiences of many of
the English language learners (ELLs) in my (first author’s)
classroom for the past 4 years. Working with ELLs who had
been classified as limited English proficient beginning in
elementary grades, right up to their high school graduation,
I began to question what had happened during their school-
ing. As a nonnative English speaker, I had always thought
that ELLs in the United States had such a great opportunity
to learn English and other academic subjects by receiving
language support services such as English as a second lan-
guage (ESL) or bilingual education programs. However, my
students’ stories fueled my strong desire to understand why
the educational needs of many long-term ELLs are not
being met.
A large number of ELLs in secondary schools are long-
term ELLs; that is, they have attended public schools in the
United States for at least 7 years, having received English
language support services, yet have not acquired English
proficiency, as determined by state and federal guidelines
(Capps et al., 2005; Menken, Kleyn, & Chae, 2012; Olsen,
2010). Although national data about long-term ELLs do not
exist, a variety of sources (e.g., Batalova, Fix, & Murray,
2007; Capps et al., 2005; Olsen, 2010) estimate that 50% to
70% of ELLs in secondary school were born in the United
States. Formal or informal programs to address the particu-
lar needs of long-term ELLs are scant to non-existent, and
services available for these learners are extremely limited
(Zehr, 2010). In secondary grades, English language sup-
port programs available to ELLs are typically designed for
students who have recently arrived in the United States and
reflect an assumption that the students received adequate
schooling in their country of origin (Menken et al., 2012;
Zen, 2001). In general, these programs do not necessarily
focus on providing the academic language supports needed
by long-term ELLs (Callahan, 2005; Menken, 2013).
Despite attending schools in the United States for a long
period of time, and although they may not have received
adequate English language development and academic
instruction to meet their needs, long-term ELLs are often
525047RSEXXX10.1177/0741932514525047Remedial and Special EducationKim and Garcia
research-article2014
1Texas A&M International University, Laredo, USA
2The University of Texas at Austin, USA
Corresponding Author:
Won Gyoung Kim, Ass ...
Engaging Families to Support Indigenous Students’ Numeracy Devel.docx
Engaging Families to Support Indigenous Students’ Numeracy Development
Abstract
Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies.
Introduction
Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people.
Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.
Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/
Literature Review
Pre-schooling
In order to improve the numeracy achievement gap between non-indigenous and indigenous s.
Correspondence concerning this article should be addressed t
Correspondence concerning this article should be addressed to: Carolina Perez, former graduate student in Counselor
Education, Educational Foundations & Counseling Programs, Hunter College of the City University of New York New
York, NY 10065 Email: [email protected]
Article 1129
Understanding the Challenges of English Language Learners and
Increasing College-Going Culture: Suggestions for School Counselors
Carolina P. Perez and Stephaney S. Morrison
Perez, Carolina P., is a school counselor for grades 9–12. Perez works with ELLs
and immigrant families to empower and provide them with the resources necessary
to succeed in the United States. As a former ELL and undocumented student who
migrated at the age of 11, her passion is to advocate for immigrant students and
families.
Morrison, Stephaney S., Ph.D., is an Assistant Professor of Counselor Education
in the Graduate School of Education and Allied Professions at Fairfield University,
CT. Dr. Morrison was an elementary/junior high school counselor in her native
country, Jamaica. Her research is focused on issues that impact Caribbean
immigrant families and children; specifically, the academic, socio-emotional, and
career/college issues of Caribbean immigrant children living in the United States.
She also focuses on preparing school counselors to work with immigrant children.
Abstract
English language learners (ELLs) represent a growing population in the U.S. K–
12 system. Research has shown that these students face many challenges that affect
their trajectory to college. The challenges include, but are not limited to, issues
related to academics, socioeconomic status, parental involvement, and socio-
emotional strains. This article explores the many obstacles ELLs face that affect
their college/career access and attainment and provides suggestions for school
counselors working with ELLs to increase their college-going culture.
Keywords: English language learners, immigrants, college counseling, college-
going culture
English language learners (ELLs) is a term used to refer to students who receive
any language assistance program (Cook, 2015). ELLs in the United States are a diverse
group who speak hundreds of different languages from many parts of the world; they differ
in ethnicity, culture, educational background, and socioeconomic status (American Youth
Policy Forum, 2009). In addition, not all ELLs are immigrants; some are born and raised
in the United States (American Youth Policy Forum, 2009). Although ELLs come from
different backgrounds, it is important to note that the largest group of ELLs in the United
Ideas and Research You Can Use: VISTAS 2016
2
States are Spanish-speaking students (Winsler et al., 2014). In addition, ELLs are said to
be the fastest growing group of students in K–12 education (Kanno & Cromley, 2015). The
U.S Department of Education (2006) predicted that ELLs will represent ...
Immigration, Language Barriers, and the American Education System
This document evaluates the effectiveness of English Language Learner (ELL) programs for immigrant students in the American education system. It discusses the challenges that immigration and language barriers pose for ELL students, such as difficulties participating academically and socially due to an inability to communicate. Experts cite issues like a lack of bilingual education programs, untrained teachers, and disconnect between families and schools. The document also provides recommendations on how to improve ELL programs, like encouraging inclusion, providing more teacher training, and recognizing students' unique experiences.
The Importance Of Diversity In Education
Diversity in education is important for teachers and students. Teachers must understand students' different backgrounds and learning styles to meet their needs. While it can be challenging, incorporating various teaching methods and respecting differences can benefit students. Testing teachers may help ensure they are prepared to teach diverse students effectively and continuously improve. Overall, understanding diversity is key for teachers to help all students succeed.
Teaching ELLs
Future teachers should be prepared to work with English language learners (ELLs) by gaining cultural sensitivity and empathy for ELL experiences. Teacher preparation programs should include immersing future teachers in ELL cultures and having them experience language barriers. They should also stress collaboration between ESL, bilingual, and mainstream teachers and the benefits of using students' primary languages. Past legislation has hurt ELL education, so programs must prepare teachers in cultural empathy, primary language use, and cross-department collaboration.
Teaching el ls
Future teachers should be prepared to work with English language learners (ELLs) by gaining cultural sensitivity and empathy for ELL experiences. Teacher preparation programs should include immersing future teachers in ELL cultures and having them experience language barriers. They should also stress collaboration between ESL, bilingual, and mainstream teachers and the benefits of using students' primary languages. Past legislation has hurt ELL education, so programs must prepare teachers in cultural empathy, primary language use, and cross-department collaboration.
Teaching ELLs
Future teachers should be prepared to work with English language learners (ELLs) by gaining cultural sensitivity and empathy for ELL experiences. Teacher preparation programs should include immersing future teachers in ELL cultures and having them experience language barriers. They should also stress collaboration between ESL, bilingual, and mainstream teachers and the benefits of using students' primary languages. Past legislation has hurt ELL education, so programs must prepare teachers in cultural empathy, primary language use, and cross-department collaboration.
Bilingualism and home language use
This document discusses bilingualism and home language use. It focuses on the sociocultural aspects of bilingual students, the cultural impacts of bilingualism and using one's home language, strategies and resources for cultivating partnerships between home and school, ways to evaluate the effectiveness of these partnerships, and the role of leadership in supporting English language learners. The sociocultural aspects discussed include teaching styles, culture, and support systems. Maintaining communication between home and school is emphasized as beneficial for student success.
Families Matter (New Mexico Family Impact Seminar Briefing Report)
Families have a fundamental influence on children's academic achievement. Several family factors influence achievement, including socioeconomic status, parenting style, family composition, and parental attitudes toward education. Schools should cultivate partnerships with parents and be sensitive to cultural differences to promote academic success for all students, especially those from disadvantaged backgrounds. Investing in early childhood education and parenting programs can provide long-lasting benefits to children's learning.
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Remedial and Special Education2014, Vol. 35(5) 300 –312© H.docx
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Engaging Families to Support Indigenous Students’ Numeracy Devel.docx
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Correspondence concerning this article should be addressed t
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Families Matter (New Mexico Family Impact Seminar Briefing Report)
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Week 3 bilingualism and home language use
- 1. Charles Motley SEI/503 October 11, 2014 Ms. Terry McLean
- 2. English Language Learners students culturally, linguistically, and socioeconomically diverse. English Language Learners families are either higher level income and schooling, but others live in poverty or below poverty with little to no schooling.
- 3. Students enter the classroom with various influences from their culture. Students various culture aspects race, religion, and ethnic background. Students bring their family culture and neighborhood culture.
- 4. Parents involvement in students education will increase student achievement and decrease student discipline problems. Educators involvement in students education will simplify the educational process for the student.
- 5. Educators will create the common core standards to evaluate the strategies that is put into effect by school officials and parents. The assessment will be rated whether the programs put into effect were successful to continue the next school year.
- 6. Create a positive connection to the English Language Learner. Educating instructors on English Language Learners Creating projects to include English Language Learners and parents in school projects.
- 7. http://www.council-for-learning-disabilities.org Gonzalez, V.,Yawkey, T., & Minaya-Rowe, L (2006) English as a second language (ESL)Boston, MA: Allyn & Bacon http://www.colorincolorado.org