...Running Head: Overcoming Language Barriers in NC Pre-K Classrooms How to Overcome Language Barriers in NC Pre-K Classrooms FCS 711- Research and Inquiry in Family and Consumer Science Dr. Rosa Purcell Meisha Conrad April 28, 2014 Introduction Being a teacher at a Head Start/ Early Head Start program I have experienced the language barriers between teachers and students from different ethnic groups. I can say it is not easy when you and your students cannot communicate. Dealing with the situation makes you question yourself and how you can fix the language barriers in your own classroom and also the school. What can teachers do to overcome the language barrier in our classrooms with our Latino children? What are some activities, lessons, games, and etc., that we can do to make a connection and also help them learn? There are many ways I think we can put a stop to the language barriers in school. We may not be able to completely fix the problem but there are ways and things we can do to make our Latino children and parents feel welcome and comfortable when they walk into the schools. Communication is an important part of teaching because the children have to be able to understand the message that the teacher is trying to convey. Children also have to be able to communicate with each other. There are a number of factors in the classroom and many...
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... Carson is considered a distinguished school, with a score of 81.43%. (DPS 2014). with 76.1% progress over time for growth (DPS 2014). In 2013-2014, there were 417 students at Carson, with 21 Black, 15 Asian, 303 White, 56 Hispanic, and 30 of two or more races. 15.49% of students are classified as economically disadvantaged, 9.59% have limited English proficiency, 8.8% have learning disabilities, 17% are minorities and 32.94% are considered gifted and talented. 15.8% of students are on Free and Reduced lunch (FRL), and 10.8% were English language learners. Academic Proficiency and Growth According to the data, there is a large achievement gap between White students compared to Black and Hispanic students. For example, 95.56% of...
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...American Dream. More specifically, Hispanics are portrayed as criminals, drug dealers, job stealers and high school dropouts because of stereotypes that are instilled in our society. Trump’s...
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...there was a large growth of English language learners in the United Sates over the 21st century. This rise mandated the need for public schools throughout the nation to assist English language learners with the instruction of special language. Legislation has provided the rise of laws that mandate states to provide quality education to English language learners. With these laws and initiatives arise issues, challenges, and benefits. In the case Meyer v. Nebraska (1923) Supreme Court Jude James McReynolds penned, “The protection of the United States Constitution extends to all, to those who speak other languages as well as to those born with English on the tongue" (Walsh, 2009). This legal decision provided parents with a constitutional right to influence and strengthen the education of their children. The law evolved as a result of the state of Nebraska preventing any curriculum that was not English based. This was later deemed unconstitutional and therefore the law evolved. The State of California in June of 1998 passed Proposition 227, also known as the English in Public Schools Initiative (1999). With the evolution of this legislation came a change in the way Limited English Proficient students were taught. This legislation not only decreased the amount of time these students stayed in special classes, it required California public schools to educate this population of students in special classes that are taught nearly in all English (1999). Drafted by Ron Unz...
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...ionVol. 5 March 2013 IAMURE International Journal of Multidisciplinary Research Print ISSN 2243-8327 · Online ISSN 2244-0429 International Peer Reviewed Journal doi: http://dx.doi.org/10.7718/iamure.v5i1.612 This Journal is produced by IAMURE Multidisciplinary Research, an ISO 9001:2008 certified by the AJA Registrars Inc. Time, Language, Culture and Attitude: Barriers to Students’ Academic Achievement HEIDI P. BANUELOS ORCID No. 0000-0001-8169-7732 umheidi.banuelos@gmail.com University of Mindanao Davao City, Philippines ANA HELENA R. LOVITOS ORCID No. 0000-0002-4624-2553 lovitos.phd@gmail.com University of Mindanao Davao City, Philippines ABSTRACT Barriers to students’ academic achievement have gained importance in educational research. The primary goal of this study was to determine the level of barriers to effective family involvement in education and student achievement of the 5 selected public elementary schools. The researcher used descriptive-correlational method using a standardized and validated questionnaire. The respondents of the study were the 86 B’laan parents of 5 public elementary schools of Kiblawan in Davao, Philippines using universal sampling. Employing mean and Pearson r as statistical tools, results showed that the level of barriers to effective family involvement to education and to the level of student achievement were both moderate. Moreover, results indicated that there is a significant relationship between the barriers to effective family involvement...
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...There are many different cultures in Southwest Florida that one becomes immediately aware of as they enter the area. They include Native-American, African-American, Protestant, European, "Cracker", Hispanic-Latino, and Cuban. Because there are so many variations of these cultures choosing just three was difficult, but for my project I will be focusing on our African-American, Hispanic-Latino, and "Cracker" populations. During this project I will address the many and varied differences between these cultures on many different levels including personal or family differences, social differences and educational differences. I expect to gain a greater understanding about these cultures during this process and by gaining this understanding I will be better equipped to combine students from these cultures into a classroom of learners that are able to succeed on all levels of History education. Because I do teach World History having a classroom full of diverse cultures lends itself to a variety of teaching activities and extra curricular learning. Miami-Dade Community College President Eduardo J. Padron. Said it best when he said "Our classrooms are laboratories for cultural diversity and the disciplines are enriched when students contribute various cultural perspectives," It has become increasingly clear that we must get creative in culturally diverse ways in order to pull all of our students into the learning culture in equal ways. I spent several days researching the material that...
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...The official language movement has created a lot of controversy in both education and politics. Even former Speaker of the House, Newt Gingrich, said "Citizenship requires passing a test on American History in English. If that’s true, we do not have to create ballots in any other language except English," (2007). Mr. Gingrich also stated that to allow bilingualism will pose long term dangers to our nation and that bilingual education should be replaced with immersion in English. There is even debate as to whether legislation should be passed requiring that all drivers’ license test be given in English only. The argument is that with some road signs going digital, you need to be able to read what is being said and not just recognize the symbol. Advocates say that this is a matter of safety (Crist, 2011). While many non-Hispanic white Americans are opposed to bilingualism in schools - teaching a second language to students who already speak English, there are many organizations that favor it. According to The Preschool English Learners (2005) website, many children throughout the world learn to speak two languages and research indicates there are distinct cognitive, communicative, and cultural advantages to being bilingual. It also states that a key factor to mastering a second language is the age and extent of exposure to each language. The biggest debate in education is over whether non-English speaking students should be put into English immersion classes or bilingual...
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...performance of every student regardless of ethniticity, income, English proficiency or disability. This law mandated all schools and districts receiving Title I to meet (AYP), adequate yearly progress for the entire school population and for particular social sub groups, which emcompassed economically challenged groups, major ethnic groups, and also disable groups including ELLs. This bill required schools to increase standards and testing for reading and math; report results; reach independent benchmarks for specific grade levels. (pbs .org). Research show that ELLs perform extensively lower than other students; because of the language demand measurement accuracy is induced ; instability of ELLs student subgroup are affected when high achieving ELLs become proficient an exit sub groups; other factor are challenges that occur outside of school. (Abedi, J. 2004). Compare the drop-out rates in the U. S. to Georgia The drop-out rate represents the percentage of 16 to 24 years old who are not currently enrolled in school and have not earned a high school diploma or GED. (National Center for Education Statistics). Lately based on the CPS (current population survey) the drop-out rate declined from 12 percent in 1990 to 7 percent in 2012. Subsequently the drop-out percentage rates were calculated lower for whites (9-4) than for blacks (13-8) and hispanics (32-13). Thereby bridging the gap between whites and hispanics 23 percentage points to 8 in 2012. Comparably the gap...
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...In education, it can be hard to capture the interest of the audience. This is especially true of adult audiences who may find it daunting to change their lifestyles. In order to provide concrete, practical information and to garner interest, creative elements should be used. One fun method to incorporate would be to have a cooking class, or demonstration. This will give people a chance to see lifestyle change in action, and will be fun to take part in. The American Diabetes Association has published many small brochures that have recipes and tips on how to change one's diet. One of them is called “Latin Flavor in the Kitchen”(“Por tu familia”). Using a recipe from the pamphlet and distributing the pamphlet during the class would be a beneficial asset. Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. At the end of presentation, participants will name one healthy food choice in each of the five food groups. Cereal in grain groups, an apple is in fruit groups, vegetable juice in vegetable groups, Yogurt in milk groups, cooked lean meat in meat groups. At the end of presentation, participants will have adequate information to prevent or control diabetes by self-management , and lifestyle changes. This will include dietary regimen, and physical activities, making healthy food choices, understanding portion sizes and learning the best times to eat. Participants will gain knowledge about the effect of food on blood glucose...
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...face major difficulties in learning English and succeeding in school. Since these students do not have a lot of time than elementary students to learn English, and they have to pass several test that require English skill such as the ACT and SAT. Above all, most secondary school texts and materials require a sufficient English reading ability to understand, which will even make learning experience becoming even tougher for high school immigrant. Before going into detail, lets take a look at the statistics of the United States’ immigration in the past few decades. According to U.S Bureau of the Census 1997a statistic, over a million immigrants, legal and illegal, entering the United States each year. And since the passage of the Immigration Act of 1965, which eliminated national origin quotas. Europe is no longer the main sources of newcomers to the United States but instead of Asia and Latin America. The largest groups come from Mexico, China, Cuba, and Vietnam. In the fall of 1997, 9 million (about one in five) elementary and secondary school students had a foreign born parents. With over 90% of recent immigrants coming from non English speaking countries, schools are increasingly receiving students who do not speak English at home and who have little or no proficiency in English (U.S. Bureau of the Census, 1997b). Statistic has show that, our state, Illinois, is one of the five major states that has the most LEP (Limited English Proficient) in K-12 public schools....
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...Most Mexican Americans speak informal Spanish and English as there languages. If they are bilingual which most Mexican Americans are, bilingual is really good for the country. What most Americans think is that English is not a hard language to learn but in fact it is one of the hardest language to learn and we should respect Mexicans for trying to learn English. Americans fear that any government recognition of minority languages sends the wrong message to immigrants, encouraging them to believe they can live in the U.S.A. without learning English or conforming to "American" ways. Bilingual education and politics and how some people think it is not a good idea to teach kids. It's still a bad idea for the country because bilingualism threatens to sap our sense of national identity and divide us along ethnic lines. The National Association for Bilingual Education is the only national professional organization devoted to representing Bilingual Learners and Bilingual Education professionals. The government really needs more people to be bilingual there are more and more immigrants coming over to the United States they like to live in our country and sometimes they do not know English and they might be to old to learn anything new. Which is why when they bring their kids over to the United States with them, they need to put them in classes to learn English. If they do not already know how to speak it or it would be hard for that child to make it in the world by himself. Legal and...
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...Language Acquisition Principles Patricia Hungerford Grand Canyon University: ESL 223N November 17, 2013 Language Acquisition Principles In this essay a professional journal article will be used to research language acquisition principles for ELL students. The article helps educators see how they might apply the information to their teachings in their personal situations. The author of this essay will also react and give her opinion on the articles content. The Walqui article will also be used to describe how each factor affects second language acquisition and address how educators can support the acquisition of a second language. Many things affect students learning such as factors that have to do with the individual, social and societal issues. These factors are language, language distance, native language proficiency, knowledge of the second language, dialect and register, language status, language attitudes, the learner, diverse needs, diverse goals , peer groups , role models, home support the learning process, learning styles, motivation and classroom interaction and quality of instruction(Walqui,2003). As an educator this essay writer needs to know what second language acquisition theories are important to use, knowing the previous afore mentioned theories and factors will help this writer as a teacher be able to meet the needs of my ELL students. We as educators must be able to use scaffolding, sheltered instruction, stages of language proficiency...
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...ABSTRACT Title of Thesis: ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate...
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...that offers Holistic Supports as well. At this center, they treat the whole person and offer many programs to fulfill their needs. Some of the programs that are offered are G.E.D. classes, job search resources, interviewing techniques, social networking, resume & cover letters writing, linkage & transportation to job fairs, tutoring in math, reading, writing, and on different types of tests, such as GACE, ACT, and the COMPASS, just to name a few. They also have basic computer classes as well as beginning typing. The program also offers referrals to other services that are offered by the county such as transportation and housing assistance. The geographic location for this program is in a community that is predominantly African American and Hispanic with low income or underserved. They try to get the community involved so that it can be at least thirty to fifty percent ran by the community. So far, it is only twenty five percent ran by the community. The community is involved but the numbers are low so now they are allowing people from other communities to participate in the different programs they offer. There are a lot of different opportunities for growth in the community with the different programs that this center offers. Just about anything that the people in the community may need the center offers it at little or no cost at all. This program is designed to serve the underserved people in the county in which it is located in. That’s why it was placed in the area in which it’s...
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...Bilingual Education and the Success of Boston’s Latino Youth The success of Latino students in the Boston Public School system is undoubtedly and inextricably linked to the success of the district, in partnership with state government, combining both proven and innovative strategies in delivering English language instruction to the city’s students. At 43% of total enrollment, Latino students are the largest and fastest-growing demographic in Boston Public Schools (Handy). And while a majority of Latino students speak English proficiently, census records show that in the City of Boston half of all Latinos were born outside of the United States; 30% of Latinos in the Boston Public School system are English Language Learners (Uriarte, Chen, and Kala 9), and, not surprisingly, the majority (57% in 2012) of Boston’s students classified as Limited English Proficient, speak Spanish (Uriarte). Simply put, there is no way to ensure that schools are working to the best capacity for the district’s largest ethnic group without also ensuring that proper systems are in place to educate English Language Learners, who are disproportionately Latino. Unfortunately, this has not always been the easiest of tasks, and a ballot initiative of over a decade ago would come to undermine much of the needed progress in the Boston Public Schools. November 5, 2002 may seem like a distant memory for some, but on that day, the result of that year’s election would come to have a resounding impact on Massachusetts’...
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