October 10‚ 2012 Abstract This paper investigates and examines the needs of English Language Learners (ELL) in our classrooms today. It defines who they are‚ gives statistics at three different levels‚ nationally‚ statewide and at the school level. A few general concerns about ELL are discussed and also some positive indicators are given to give a foundation to work from. Academic goals in English language development‚ reading and math; that
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ELL students may either be over-classified or under referred for special education services as their development in L2 acquisition may not be fully understood causing typical L2 development to perhaps be thought a learning disability or other special education issue. Thus it is beneficial for the ELL teacher to have an understanding of the special education referral process and the ELL specific information which must be considered. This essay explores the state regulations and requirements for
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the Supreme Court decision‚ schools were required to provide material and teaching necessary to help ELL students with the language. No more language based discrimination. Flores vs. Arizona 1992 argued that Arizona was not paying enough funds and adequate programs to ELL students. Said ADE was not following 1974 decision. Proposition 203 of 2000 deterred bilingual education‚ and demanded ELL students have decent English proficiency after a year of SEI instruction. This blocked students from
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proficiency is attained. In sheltered instruction‚ teachers simplify the language without watering down the content‚ and use scaffolding strategies to communicate meaningful input in the content area to ELLs (Wright‚ 2015‚ p. 92). Wright (2015)‚ states that “the main purpose of ESL instruction is to enable Ells to develop their proficiency in English by mastering the skills of listening‚ speaking‚ reading‚ and writing to the extent that they are able to use the English language appropriately and effectively
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Demographics Arlington is a district which includes students from more than 114 countries‚ and 99 different languages are spoken in homes. English Language Learners [ELLs] comprise 19% of Arlington Public School [APS] students (APS‚ ELL Students‚ 2014). These students enter APS with ranges of knowledge. Their language proficiency levels range from WIDA Level 1 “Entering” to Level 6 “Reaching" (Fig. 1). About one-fourth of the students are at WIDA Level 1‚ and about three-fourths of the ESOL/HILT/HILTEX
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learners‚ or ELLs‚ continue to increase in great numbers in US classrooms. It is essential for teachers to understand that the needs of ELLs can vary greatly from those in a mainstream‚ native-speaking classroom. Thus‚ teachers working with a diverse population must know how to find effective and appropriate resources for ELLs in order to set them up for success in the classroom and beyond. Additionally‚ it is important for teachers to know that no one resource is appropriate for all ELLS as there is
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their ELL students backgrounds. Teachers are mentors to help support and encourage higher level thinking by asking open-ended questions. Teachers can have hands-on
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English language learners (ELL) and their rights to an education has been a major topic of debate for many years. Should ELL students be taught in their first language? Will they learn English‚ or should they be put into English speaking classes? That has been the topic of discussion amongst educators. Which method is better for the student? The arguments continue and many states and school districts have made a decision on what to do. One state in particular had a serious ELL problem‚ so California
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giving each ELL student opportunities‚ not simply to acclimate and adapt‚ but to thrive. When WRiTE BRAiN BOOKS launched in 2014‚ we piloted our creative writing program in a California school district where ELLs were the majority of the student population‚ many from homes where no English was not spoken. WRiTE BRAiN was a great success—kids became published authors and were amazed at what they accomplished. Their parents and community were
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all or‚ at least‚ do not speak‚ understand‚ and write English with the same facility as their classmates‚ are commonly referred to as "limited English proficient" (LEP) or "English language learner" (ELL) students. If‚ in the past‚ you taught only native English-speaking students but now have some ELL students in your classroom‚ then you have joined a growing number of teachers who can no longer take for granted that all students speak English and share a common "American" cultural outlook. Your
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