ELL students need to feel connected and understood in their classroom. Parents of these students need just as much support. ELL families may feel unsure about getting involved with their child’s learning because of their lack of English skills‚ lack of common American culture‚ and lack of knowledge of the American school system (WETA‚ 2015). Their child’s classroom teacher‚ principal‚ and school district can make these feelings of inadequacy less for all ELL families. With a few extra steps‚ ELL
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There are political and historical occurrences throughout the years that have molded and influenced the current curriculum designs used by many states and districts in our schools. Throughout the past decade ELL and SIOP laws have impacted curriculum designs in both positive and negative ways. Many of these changes have focused on students with disabilities and insufficient learning curves. Because of this there is a lack of academic challenges for gifted
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In 2012‚ the National Center for Education Statistics reported that 9.2 percent or 4.4 million of public school students in the United States were English Language Learners‚ or ELLs. While the national average was almost 10 percent‚ the state of California had the highest enrollment‚ at nearly 23 percent (nces.gov). With so many students in US schools for whom English is not their first language‚ it was decided that these students should receive some sort of English language education to facilitate
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Language Learners (ELLs) are students who come from non-English-speaking backgrounds. These students need to have modified instruction in their academic courses so they can learn how to communicate fluently or learn effectively in English. There are many issues that are arising pertaining to this specific group of students. By 2025‚ about one out of every four public school students will be an ELL‚ so this problem will only get larger and affect more students. Only 29% of ELLs scored at or above
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will examine the importance of having a small group reading intervention focusing on repeated reading as a Tier II model intervention. This intervention will be for elementary students who are identified as ELL to improve their reading fluency. Participants will be 6 4th grade Spanish speaking- ELL students. The participants in this study were selected based on their reading level‚ which was below grade level. Since the study is focused on one group of students it will be put together using the ABAB
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in this activity. By providing the groups with a facilitator’s it may help ELL students to hear the passage being read out loud if their reading skills are not developed enough for them to read the passage on their own. As a teacher‚ I need to identify students who are strong enough readers to fulfill this role but are also willing to help the ELL students in the class. The speaking portion of this activity allows the ELL students to communicate in small groups therefore eliminating the nervousness
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asking what the bilingual students’ strengths are‚ Melissa answered that she appreciates the diversity that her “ELLs(English language learners)” bring into the classroom including different experiences in their home countries and different background knowledge as the strengths that the students have. She said that the ELL’s mainstream English-speaking peers are very curious on their ELL peers and love to hear about their countries and why they are here. On the other hand‚ what Melissa perceived as
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Assessing the English Language Learner (ELL) The Growth of ELL (ESL) The number of human beings who speak a language other than English continues to increase in the United States‚ Canada‚ and Australia‚ for example‚ as the number of immigrants grows. In 2006‚ 34.70% of the population of Los Angeles‚ California‚ was foreign born; 25.50% of Miami‚ Florida; 39.60% of Vancouver‚ British Columbia; 45.70% of Toronto‚ Ontario; 28.90% of Melbourne‚ Australia; and 31.70% of Sydney‚ Australia (Statistics
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classroom discussion. The subject of the study is a seven year old girl who is an English Language Learner’s (ELL) and has educational challenges in the area of language acquisition and production. She specifically struggles with participation in academic classroom discussions. In creating this case study data was collected through interviews with pertinent stakeholders who include the ELL‚ her parents‚ teachers‚ tutors‚ and the administration. The findings were compiled by grouping responses to the
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be a frustrating and challenging experience. For English language learners (ELLs) school can be even more frustrating when you add the fact that these students are faces with the challenge of learning content and a new language at the same time. Science content is filled with complex vocabulary that is difficult even for regular students to comprehend. As expected‚ ELLs also struggle with the language of science. While ELLs don’t necessarily have a difficult time grasping the content‚ it is the language
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