When it comes to educational goals set forth for ELL students, there are many barriers which are preventing schools from achieving their academic goals. These barriers have a large rein of causes, some is from the lack of funding, others are from the lack of resource staff. If there is no funding, then the students will suffer, and not receive the resources in which they need to be successful in their learning environment. “Additional costs for educational programs are generally related to legitimate differences based on district characteristics.” (Sutton, Cornelius, & Gordon. 2012). In 2001, The No Child Left Behind Act was passed, and it fundamentally passed how the federal government directs their funds to support programs for students will limited English proficiency” (Coloron Colorado, 2015). The only way for continued positive change, is to continue to advocate to have state funding, and a possible increase to guarantee their is enough money for a support staff for students, as well as additional training for educational staff.
Sutton, L. C., Cornelius, L., & McDonald-Gordon, R. (2012). English Language Learners and Judicial Oversight: Progeny of “Castaneda.” Educational Considerations, 39(2), 30–37.
Colorín Colorado. (2015, December 01). No child left behind and english language learners. Retrieved April 19, 2021, from https://www.colorincolorado.org/article/no-child-left-behind-and-english-language-learners
Professor and class,
I see the number one barrier preventing our schools from meeting educational goals for ELL students is money $$. By far this is the biggest reason why a lot of schools have issues with special education in general is money. It is hard for smaller communities to generate money to have the ability to sustain the increasing special education students. Poverty also dictates the demand for students that may need this service. When immigrants come to America they tend to live in poverty areas because this is all they can afford, or the move to big cities that have many different schools that do not generate the money needed for students that speak other languages. Students that may have another first language needs an interpreter, curriculum, teachers, speech therapists, and sometime counselors to make them feel comfortable. Finding a change is sometimes harder depending on the area, but counselors and intervention specialists need to work with the families to bring change. Parents need to be the advocate for their children in these cases. Many communities have advocates that may also step in and help them find services they may need.
I feel that the biggest barrier when it comes to preventing schools from meeting all the various needs and educational goals for ELL students is finances. Most schools simply do not have the large budget that comes along with supporting the supplies and needs a school will require. I feel that there can be grants and fundraisers that schools can try to achieve and attain. I also feel that many people who have children with special needs know people that would be willing to donate as well as possibly sponsor their student. Many families will go to great lengths to get the support and resources that their child will need. There are many resources for families with students that have disabilities so I feel that these parents can also be a great source for the schools as well.
The United States has always been known as the melting pot, meaning we have many people from different cultures and that speak different languages After looking over the reading about bilingual education in the United Sates, Two-way dual immersion programs are gaining popularity in many states. As a future educator, My thoughts on this type of program for ELLs is that it provides certain students with more language support. What two-way dual immersion programs do is they combine speakers of English interested in learning a second language, and language-minority students in the process of acquiring English, in the same classrooms learning throughout the day taught in both languages. There has been studies done on the effectiveness of TWI and what they have shown is that these programs helped students show growth in their L1 and L2 language assessments.
Kim, Y. K., Hutchison, L. A., & Winsler, A. (2015). Bilingual education in the United States: an historical overview and examination of two-way immersion. Educational Review, 67(2), 236–252. https://doi-org.lopes.idm.oclc.org/10.1080/00131911.2013.86559
Hello All, I think the dual immersion program is an excellent program that school districts should seriously consider implementing into the curricular. The school district I work for is extremely diverse with many Spanish, African, Asian, and Arabic languages. Newsletters and email are distributed accordingly with the students identified language. The district does employ some translators although, we most likely could utilize many more. I think the dual immersion program is beneficial because students must be prepared for the global world. I think students would enjoy and be able to relate to each other and share more with a program like this.
Maintaining a child’s native language is essential because this is a major part of their identity and heritage and something very valuable that they can pass on to their children. In addition, through a program such as this, students are simultaneously learning multiple priceless skillsets that can genuinely transfer, equip, and catapult them into the vastly changing world. According to the resources provided, the success rate is high, with students excelling beyond what a typical ELL program would offer.
The word ‘inclusion’ comes to mind, in that inclusion is certainly a hefty component that we are consistently seeking so what better way to introduce culture in a variety of ways!
From the readings, what I understand is a two-way dual immersion program is when students are taught the core curriculum in English, as well as their Native Language. This means they are typically taught in both English and in Spanish. I feel that this type of program is helpful primarily for ELL students, the reason being they are able to hear they material in both their native tongue, as well as English. This helps, as well as allows them to have a better oppurtunity to comprehend the material. This program would be very helpful for students whom would be dealing with the two languages over a period of time. According to the article, Brown University, two-way dual immersion programs, they were able to combine Native English speaking students and ELL students into a group for core instruction, however, they also required that a high-level of English and the second language be implemented. There was many benefits in the classroom seen from this, as it gave the language minority students the ability to build on their native language while also strengthing their English proficiency. And vice versa, it allows the English speaking students’ to develop proficiency ub a new language while strengthening their English skills.
Kim, Y. K., Hutchison, L. A., & Winsler, A. (2015). Bilingual education in the United States: an historical overview and examination of two-way immersion. Educational Review, 67(2), 236–252. https://doi-org.lopes.idm.oclc.org/10.1080/00131911.2013.865593
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