An area of special interest in today's educational world is the interactions that occur between English language learners and their schools. The purpose of this paper is to discuss the interaction between ELL families and the schools including sociocultural influences on ELLs, bilingualism and home language use, parental and community resources for English acquisition, and how a person and his or her school can improve home and school partnerships with ELL families.
Some ELLs are introduced to English in some sort of way at home and at an early age. Oftentimes, however, this is in a decontextualized fashion and children who have had not had sufficient outside interaction with precise language practice do not function properly when they are placed in a regular classroom. "Educators should not categorize these children as having language disabilities; rather they should recognize that a sociocultural factor has influenced the children's verbal performance and has pinpointed the area that must be addressed by oral language instruction in the classroom" (Ruiz, 2008, pg. 1).
Knowledge about print is another area of interest in this particular category. This is particularly important because a child's reading abilities are derived from their knowledge of print and related areas. Knowledge of print begins before a child even begins school. At that time, they also start to learn how to associate letters with sounds (Ruiz, 2008).
Background knowledge is another sociocultural influence on ELLs. ...
anguage learners with limited English proficiency can do as well as more proficient students on reading comprehension tasks when they do prereading activities that activate and extend the background knowledge pertinent to the tasks" (Ruiz, 2008, pg. 1).
The last sociocultural component that has been identified for ELLs is sense of story. "That is, an internal sense of the usual components of a story: setting, main character(s), problem, attempts to resolve the problem, character reactions to the attempts, and resolution" (Ruiz, 2008, pg. 1).
Bilingualism and Home Language Use
There is much controversy surrounding whether or not learning more than one language at a young age will confuse a child and hinder his or her progress and school. However, research shows that there are many benefits for bilingual children and the sooner they start utilizing a second language, the better. According to IRC (2008, pg. 1), "A large number of research studies show very clearly that bilingualism can increase children's language abilities and help their progress in school. However, for children to experience these beneficial effects of bilingualism, it is important that both their home and school languages continue to develop. Children who can read and write as well as speak two languages have a major advantage not just in school but also in finding jobs after school." The problem with bilingualism in schools occurs when children do not have a solid first-language foundation and then are not taught or encouraged to use their initial language (IRC, 2008).
Parental and Community Resources for English Acquisition
There are federal and state programs readily available to ELLs, but many individuals do not take advantage of them or do not know how to gain access to them. There are ...
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(“ELL Families and Schools Essay Example | Topics and Well Written Essays - 1000 words”, n.d.)
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(ELL Families and Schools Essay Example | Topics and Well Written Essays - 1000 Words)
“ELL Families and Schools Essay Example | Topics and Well Written Essays - 1000 Words”, n.d. https://studentshare.net/miscellaneous/298318-ell-families-and-schools.
The role of the teacher is to persuade parents to provide support to the efforts of their children in comprehending a new language in the diverse multi-cultural environment at school. For the development of the ELL students it is necessary to conduit the gap between home and schools where teachers and parents form a cordial relationship of partnership with the endeavor to provide effective guidance, and teaching to the children.
By 2015, critics expected the number of ELL enrollment in United States schools to reach 10 million. Also, by 2025, roughly one out of every four public or private school learner will be an ELL (Short & Fitzsimmons, 2006). The No Child Left Behind law (NCLB) is attracting some much-needed concern to the success gap of ELLs, but the manner in which the law considers these students is not supportive enough.
Wait-time has become a principle element in the research of elementary English Language Learners’ (ELL) teaching in the 21st century. The effects associated with increased wait-time on the quantity of correct responses to questions from elementary ELL students in a classroom have raised major concerns in the teaching profession.
This shows in national and state surveys indicating that ethnic and racial minority children are the most at-risk group in social institutions, with the most significant academic underachievement, high poverty rates, high teen pregnancy rates, low skill levels, and low-paying employment opportunities.
The cultural capital of children may or may not be congruent within the beliefs of institutional settings, such as school, that have evolved their own sense of cultural capital (Baker, 2001). According to this account, bilinguals' lack of success in schools can be attributed to the discrepancy between children's socio-cultural range and cultural capital and that expected by schools.
From this research it is clear that educating children in single parent family has a number of features. In the absence of one parent, the remaining has to take care of all material and logistical problems of the family. At the same time he must also fill the existing lack of educational influence on children. It is very difficult to combine all these tasks.
When animal needs energy they use oxygen to break down stored carbohydrate. This is cellular respiration. During cellular respiration carbon dioxide and water are produced and released into the air. It
behind act’ revealed that the engagement of parents in school activities and programs escalates the learner’s prospect of success to a great extent. The role of the teacher is to persuade parents to provide support to the efforts of their children in comprehending a new
ere shouldn’t be any qualms against learning for pleasure but if it’s thrust upon someone, then they need to have a better reason for this demanding exercise. As far as the opinion on ELL families’ interaction with English speaking community is concerned, that path is full