Diverse Student Population: Academic Success for all English Language Learners
American schools are experiencing an influx in their English Language Learners (ELLs) population. In the 2003-2004 school year, an estimated 3.8 million ELLs enrolled in America’s schools (Ross & Begeny, 2011). Furthermore, in the 2007-2008 school year, ELLs’ population increased to 5.3 million (Calderon, Slavin, & Sanchez, 2011). The numbers keep increasing due to the rise of immigration in the United States. According to National Center for Educational Statistics (2016), the District of Columbia and six western states have the highest percentage of ELLs: Alaska, California, Colorado, Nevada, New Mexico, and Texas.
Educational reforms such as the No Child Left …show more content…
Since there is a rapid upsurge of ELLs, teachers must acknowledge students’ cultural differences. Currently, Hispanics comprise the majority of ELLs with 3.8 million enrollments in America’s K-12 classrooms. Likewise, in the 2013-2014 school year, lower-grade levels obtained a higher percentage of ELLs than upper-grade levels (National Center for Educational Statistics, 2016). As a result, some school districts offer professional development programs to assist teachers in recognizing cultural differences among students (Chen et al., 2008).
English Language Learners Defined According to Woolfolk (2013), English language learners are “students who are learning English when their primary or heritage language is not English” (p. 186). Consequently, ELLs have lower reading levels compared to non-English learners (Begeny, Ross, Green, Mitchell, & Whitehouse, 2012; Ross & Begeny, 2011). Different ELL categories exist such as long-term ELLs, migrant ELLs, and transnational ELLs. Long-term ELLs have been enrolled in American schools since kindergarten, but these students are classified as limited English proficient because they have unsuccessfully acquired English during their elementary years. In contrast, transnational ELLs move back and forth from their native country to the United States; therefore, the constant travels between countries inhibit their ability to acquire …show more content…
In a qualitative study of a failed Response-To-Intervention (RTI) model, findings revealed teachers’ negative judgments and lack of cultural awareness inhibited ELLs’ academic success (Orosco & Klingner, 2010). In contrast, teachers who acknowledge “cultural differences are more likely to adapt pedagogy to meet the needs of ELL students and help them succeed in school” (Z. Sheng, Y. Sheng, & Anderson, 2011, p. 102). For this reason, awareness of cultural differences is vital to avoid bias and ensure the academic success of ELLs (Lee, Butler, & Tippins,
American schools are experiencing an influx in their English Language Learners (ELLs) population. In the 2003-2004 school year, an estimated 3.8 million ELLs enrolled in America’s schools (Ross & Begeny, 2011). Furthermore, in the 2007-2008 school year, ELLs’ population increased to 5.3 million (Calderon, Slavin, & Sanchez, 2011). The numbers keep increasing due to the rise of immigration in the United States. According to National Center for Educational Statistics (2016), the District of Columbia and six western states have the highest percentage of ELLs: Alaska, California, Colorado, Nevada, New Mexico, and Texas.
Educational reforms such as the No Child Left …show more content…
Since there is a rapid upsurge of ELLs, teachers must acknowledge students’ cultural differences. Currently, Hispanics comprise the majority of ELLs with 3.8 million enrollments in America’s K-12 classrooms. Likewise, in the 2013-2014 school year, lower-grade levels obtained a higher percentage of ELLs than upper-grade levels (National Center for Educational Statistics, 2016). As a result, some school districts offer professional development programs to assist teachers in recognizing cultural differences among students (Chen et al., 2008).
English Language Learners Defined According to Woolfolk (2013), English language learners are “students who are learning English when their primary or heritage language is not English” (p. 186). Consequently, ELLs have lower reading levels compared to non-English learners (Begeny, Ross, Green, Mitchell, & Whitehouse, 2012; Ross & Begeny, 2011). Different ELL categories exist such as long-term ELLs, migrant ELLs, and transnational ELLs. Long-term ELLs have been enrolled in American schools since kindergarten, but these students are classified as limited English proficient because they have unsuccessfully acquired English during their elementary years. In contrast, transnational ELLs move back and forth from their native country to the United States; therefore, the constant travels between countries inhibit their ability to acquire …show more content…
In a qualitative study of a failed Response-To-Intervention (RTI) model, findings revealed teachers’ negative judgments and lack of cultural awareness inhibited ELLs’ academic success (Orosco & Klingner, 2010). In contrast, teachers who acknowledge “cultural differences are more likely to adapt pedagogy to meet the needs of ELL students and help them succeed in school” (Z. Sheng, Y. Sheng, & Anderson, 2011, p. 102). For this reason, awareness of cultural differences is vital to avoid bias and ensure the academic success of ELLs (Lee, Butler, & Tippins,