Esl Students : English As A Second Language

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

Despite having researched the educational challenges ESOL students face, it was only by actively engaging with students that I came to understand the disjunction between the resources available and the requirements for progress in the educational system. ESOL students, lacking familial support and economic resources, are deterred from advancing in their efforts to learn English, thus leading them to become discouraged and

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

English language learners and ELLSEs may be similar but they are also quite different. Both are considered to be emergent bilinguals. The students who are ELL’s will most likely have trouble with instruction in a new language, but if taught in their home language they will better be able to pass

English Language Learning program to elicit their level of satisfaction with the bilingual programs. The survey should contain questions regarding the amount of time students spend in the ELL classroom, whether or not the teachers feel their students’ needs are being met through these program, and whether or not they feel their students are adequately prepared when the time comes for students to exit the programs and fully transition back to the regular education classroom. Furthermore, the survey should elicit teachers’ opinions regarding the need for further professional development. Teachers’ feedback about the need for further professional development will aid the

I explain the issue the as ESL teacher go through with ELL students are family structure and attitude toward schooling is a problem for their learning. Most teacher don't know what every students go through with their family. Students family backgrounds can be two parent home, single parent home, guardian, and others family structure can have an affect on a child. Students who going through a problem of learning which is our responsibility to figure how to help the child become efficient in the classroom. Students could be going through problem like illness in family and divorce in which a teacher have to understand the situation and be able to help the child to overcome the problem at home. Teacher need to do better job by understanding the

Lenters begins her journal article by describing how there is an ever increasing number of ESL students being enrolled in schools throughout the United States. Because of this, the need for ESL programs in schools is becoming more of a demand. However, deciding what type of program/instruction to implement in the classroom is very difficult, especially when the research is so contradictory. For

The challenge of maintaining equitability in higher education for all students has been impacted by the growing number of ESL students from international an immigrant backgrounds. The ESL student population in colleges and universities may additionally be underestimated due to students who speak English and another language with the same proficiency or those who choose not to identify themselves as nonnative English speakers. Particularly concerning is the validity and equitability of assessment measures

Many immigrants and refugees have come to the United States over the years. To put that into perspective, in the past thirty years, the foreign-born population of the United States has tripled, more than 14 million has moved here in the 1990’s, and another 14 million expected to arrive between 2000 and 2010. (James R, Stire). As you can imagine how much the numbers have continued to grow immigrants over the past ten years. Some would say that they are the new homogenous or indistinguishable population. Most English language learners (ELLs) are immigrants from many different countries speaking many different languages and equipped with a variety of gifts, talents, educational needs, goals, and backgrounds. Given that how has our education system helped support those who are ELLs academically based on the fact that most of our curriculum is taught in english following our culture's standards?

I learned a lot about the English language acquisition of a non-native speaker. I learned that immigrants have many different experiences during their journey to the United States. I came to understand that there are different types of language learners, such as, a native English speaker who has English as the dominant language at home. An L2 learner, whose first language is other than English, and an ESL student. ESL learners are considered an L2 learner who needs classes to acquire the English language.

Whether one wants to travel, find a job, or find entertainment, the English language will most likely be somewhat involved. This comes as no surprise since English has been referred to as the unofficial language of globalization (Corrêa De Almeida). Globalization is attractive to many because, “it is the interaction and integration among the people, companies, and governments of different nations” (Globalization 101, 2016). With this in mind many seek to learn English to gain better job opportunities or to simply have access to worldly entertainment. English as second language (ESL) education techniques now become the center of attention in order to satisfy the demand for effective English learning as a foreign language. ESL education techniques must take into consideration student’s learning style, background, and weaknesses to provide an effective learning environment.

According to Celce-Mursia (2001), teaching English to people who speak other languages (TESOL) refers to a learning process by which people whose native language is not English are taught how to read, write, understand and successfully communicate in English. He notes that different shortened forms are used to refer to the same concept in different parts of the world. Among them, include Teaching English as an Additional Languages (TEAL), Teaching English as a Foreign Languages (TEFL), TESL referring to Teaching English as a Second Language and ELL for English as a Language for Learners. They all have the same meaning as TESOL.