Education And Human Services Conceptual Principles Of Guiding Principles

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

3). Some ELL students may start school without any English language skills, while others may have “limited language proficiency or dual language deficiency in both their native language and English” (p. 3). Just as native English speakers, ELL students also have different levels of intellectual abilities; however, their struggle with school in English may be related to background knowledge and not solely on intellectual abilities (Short & Echevarria, 2004). Samson and Collins (2012), purposes if school districts, administrations, and teachers want to see improvements in achievement for ELLs, “greater continuity in how general education teachers are prepared by teacher-education programs, certified by states and evaluated by local education agencies, or LEAs, is essential. By making sure that the special needs of ELLs are addressed at multiple stages of the teacher preparation process, schools may gain higher quality

ESOL teachers should ensure that all learners are treated equally and have equal opportunities regardless of their race, sex, cultural background and abilities. During the observed lesson, the teacher treated the learners with equal respect, he gave them equal opportunities to participate in the activities and discussions, he listened to everyone and respected their views and opinions. The class was conducted taking into account the multicultural nature of the class and different backgrounds of the students.

The large school district in this study is located in the suburbs of New York City. The problem is ELL students are underachieving in reading and writing on state assessments when compared to non-ELLs in this district (NYSED, 2014b). Based on New York State’s Blueprint for English Language Learners Success (NYSED, 2014a), school districts have to ensure that all teachers can teach ELL students, and address diverse learning needs, such as cultural, linguistics, and socio-economic status, including students with disabilities. In addition, this problem impacts classroom teachers who may be highly qualified to teach content areas but may lack training in addressing the diverse learning needs of ELL students, which might include bridging cultural and language barriers (NCTE, 2008). Teachers need to be prepared to address the problem of underachievement for ELL students.

The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.

3. The Equity principle establishes that all students should have fair, not necessarily equal, access to educational opportunities no matter the color of their skin, nature of their disability, the wealth or income of their parents, or geographic area in which they reside.

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

It is important to promote equality and value diversity within the learning environment as everyone has the basic right to be treated fairly. Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. As a teacher using the arts I choose my words of instructions carefully and have to consider everyones needs and abilities within the room when giving out instructions for tasks. For example if I am working with a group of disabled and non disabled students and I need them

Under the Civil Rights Act, schools are responsible for ensuring that all students receive equal access to education, including English Language Learners (ELLs). Merely, providing the same educational resources for all students does not constitute educational equality. Students such as ELLs, need an English Language Development (ELD) program that accommodates their specific language needs in order to legitimately offer equal educational opportunities. Based on research findings, districts need to implement and developing ELD programs that have had proven success rates of making adequate yearly progress for ELLs. For years, psychologists and linguistic theorists have speculated on the acquisition of language and educators have studied these research findings to enhance their teaching pedagogy to accommodate their ELLs.

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

Equity is being fair and impartial in dealing with people in anything. Example of equity is as a manager you need to be fair to all workers in your dealings as to work schedules.

Diverse cultures within the United States are rapidly developing and growing and the educational sector is the number one target to ensure that English –learners are receiving adequate education. Within the educational sector there are administrators and teachers who are involved in students lives on a daily basis to ensure that education is equal. In order to achieve the vital objective of equality, socio-cultural influences on ELL students, bilingualism and home language use, parental and community resources, and partnerships between families and schools all have to be considered to provide an opportunity for equal education.

My decision to be a teacher did not come easily to me. This choice was dependent on a reflection about what I was passionate about and how I could make a difference. I have chosen to become a teacher, as I believe teachers have the ability to provide future generations the stimulation for one of the most significant roles in life; to become a lifelong learner. Many teachers that I have had during my education have had a positive impact on my decision to grow and develop the skills that are fundamental to pursue a successful teaching career. My aim is to be a part of an honorable profession with the optimism that one day I will become an efficacious teacher who can provide future teachers with inspiration, as my teachers have provided for me. Through personal educational experiences and peer-reviewed academic literature, I am able to shape my approach to my pre-service teaching, as it will influence my future practice. As a teacher, there is not just one singular approach to educating students; there is a need for flexibility, diversity, adaptation and reflection.

The class started off by discussing about equity and equality, which was awful, for me personally, because it made me feel dumb due to the fact that I thought they meant the same exact thing. What I then realized is, that I need to learn more about different words and how they apply to certain areas of studies. I then learned, that equality meant everyone having the same opportunity, whilst equity meant by having the fairness of the opportunity.