English immersion

Currently, school districts statewide are required to identify limited English Proficiency (LEP) students and adopt policies in providing programing which is mainly locally funded with some state aid. The Office for Bilingual Education and Foreign Language Studies were established in 1969. Over the last decade, there has been a growth in the number of dual language programs in the US with goals of bilingualism and biliteracy but many of these programs are expensive and exclusive. (Franklin, 2013)

United States is a diverse country of many different races and languages. Even though many languages are spoken in the United States, English is the preferred language in the United States. Speaking English in America is the key to success. Without English, acquiring employment is almost impossible. More and more immigrants are attracted to the U.S every year, and the populations of immigrants, which do not know the American culture, continue to rise. This population must be assimilated into the

As a dual immersion educator of Latino students, I believe that my students’ language and cultures should be woven into their education, just as language and culture are woven into the very fabric of their beings. My students deserve an education that reflects the diverse experiences and skills that they bring from home. I strive to build on these strengths every day so that my students are prepared to be bilingual and biliterate professionals, leaders, and global citizens. It is because I believe

The purpose of this paper is to compare two different approaches in the education of English Language Learner (ELL) students, Structured English Immersion, and Two-Way Immersion programs. The focus of this paper is to identify (1) the language ideologies behind both approaches, and each program’s purpose and components. This article also looks at the academic achievement of ELLs, the achievement gap between general education students and ELLs, and the programs’ approach to different variables such

KA statement of the problem An increase of English language learners (ELL) in United States schools has led to continued research in to the best way to help ELL students acquire proficiency in English as required by the No Child Left Behind legislation (NCLB Section 1001, p. 15). But what is the best way to teach English to ELL students? In this study, which was the first of its kind longitudinally, two English learning approaches for Spanish-speaking students are compared: Transitional Bilingual

Americans Must Share a Common Language, English The United States of America has no history; it is a new state. Though it does have a few indigenous inhabitants, the overwhelming majority of its inhabitants are immigrants. There is no history of a common culture or a common language developed over hundreds or thousands of years in the United States; however, the various backgrounds of the United States have combined to form a new American culture. Immigration continues, and with this immigration

implement certain practices to support their population of bilingual students. While 42% of the student population at Leopold is English Language Learners, the school has many successes and areas of improvement that would benefit this group of students. Through the uses of students’ funds of knowledge, bilingual competencies, and a push for standards

Bilingual classes at Denair Elementary School will foster communication between students by putting them all in the same position. Learning a new language is hard, but by instructing students in Spanish and English we prevent the current misconception that the English language is superior to Spanish, and can have students working together towards mastery. Through paring and partner switching we can introduce students to one another and allow them to personally experience the difficulty

Chapter six is all about teaching writing and the English language to the students who have a different first language, such as Spanish. This is a very interesting topic, in my opinion. The reason I say this is because of how the world of ESL students has seen some major changes, and it is interesting to see how not only the students are handling it, but the different classroom teachers as well. There is tons of data that is talked about in this chapter such as; percents of immigrant that makeup

education. It repeals the English-only immersion requirements, along with the waiver provisions of the 1998 Proposition 227. Currently, under Proposition 227, all education is conducted exclusively in English, with a few exceptions. These exceptions include voluntary education programs, such as dual emersion classes, where students concurrently learn English and a second language. In effect, this proposition would bring back programs where students, that are not fully fluent in English, have education in