ELL And English

Contents

TOC o “1-3” h z u HYPERLINK l “_Toc380421171” Sociocultural Influences on ELLs PAGEREF _Toc380421171 h 1

HYPERLINK l “_Toc380421172” Bilingualism and Home Language Use PAGEREF _Toc380421172 h 2

HYPERLINK l “_Toc380421173” Parental and Community Resources PAGEREF _Toc380421173 h 2

In American schools, the number of English Language Learners (ELL) has doubled in the past 20 years and the number is still increasing. The education of ELLs emerges as one of the most vital issues facing American educators. ELLs are a vast and growing proportion and this is not going to change soon since ELLs emerge as the fastest growing population in American schools. On average, ELLs usually underachieve compared to the English-speaking peers in the academic domains, and the achievement gap tends to increase with the grade level. In helping the ELLs, educators require all the resources within their disposal in meeting the challenges that ELLs encounter. This assignment will cover sociolcultural influences on ELLs, bilingualism and home language use, community and community resources and ways of improving partnership with ELL families.

Sociocultural Influences on ELLsSociocultural factors influence the manner in which individuals interact with others. Children that are brought up in a dominant culture fathom what kind of behavior is anticipated in school and in other social situations. ELL students are usually forced to deal with a vast many adjustments; a new home, country, and school among others. At school, ELL students usually struggle learning a new language and social expectations of their peers and teachers (Maxom, 2009). The sociocultural pressures become increased in case the ELL students do not have other students coming from their native origin whom they can interact with, and who can understand them. Because of sociocultural differences, an ELL student is likely to struggle in understanding the American curriculum and related teaching styles. Besides, an ELL student is likely to face a “cultural load”; learning of dictionary meanings and the mainstream meanings of same words. On the other hand, parents become influenced by sociocultural factors not only in coping with a new society, but also in coping with other members of their culture, and how they interact with the emerging aspects of culture.

Bilingualism and Home Language UseDeveloping bilingualism is crucial and is more than just teaching a second language. Tutors need to view ELL students as persons with a culture, background knowledge, and prior knowledge. The chief goal; of bilingualism is teaching a student English while at the same time appreciating the student’s native culture, which entails the student’s capacity to write and read their native language (Maxom, 2009). Students that continue developing their native language as they acquire the English language have an advantage of learning the second language faster. For example, an ELL student that is fluent in writing and reading his native language will also have an easy time in understanding how to write and read the English language. Because of this fact, it is exceedingly crucial getting the student’s parents engaged in the learning of their child, and creating a working association with their parents. Use of the native language supports ELL students emotionally making it easy to relate issues regarding English as a second language. Therefore, bilingualism should be highly encouraged in the American schools due to the fundamental role of the home language (Maxom, 2009).

Parental and Community ResourcesThere are various community and parental resources that are vital for the acquisition of English. One of the resources available is the External to ED. OELA has developed with organizations such as the National Coalition for Parent Involvement in Education (NCPIE) in an attempt to support the ELL in acquiring English. The OELA works in conjunction with other organizations in focusing on the definite needs of parents of ELLs. Another resource is the Within ED; this resource also involves parents of ELLs in the learning process of their children. This is essential in enhancing the acquisition of the second language and overall academic achievement.

A partnership between schools and ELL families can be improved through the integration of cultural traditions of the ELL families in school. This will help the ELL families feel appreciated in the school since their cultural traditions are scheduled as part of the school’s culture. Parents of ELL students are likely to cooperate with such schools. Creating a welcoming environment for ELL families is another way of enhancing the partnership amid the school and the ELL families. This can be done through the school ensuring that ELLs are visible. This may be through photos and student work, lessons that incorporate their traditions and experiences, and faces of staff and volunteers coming from similar backgrounds with that of ELLs. A school can also improve the partnership of ELL families with the school through appointing ELLs parents to engage in school activities; for example, ELLs parents can be appointed as members of the school’s parent teachers’ association (Maxom, 2009). This will depict how the school values the ELL families, thus enhancing their partnership with the school. In addition, a school can improve the partnership through ensuring that the enrollment process is manageable for ELL families. Because enrollment may be difficult for ELL families due to policies to be read, forms to be filled, and available programs, school should make it an easy process to the ELL families. This move will enhance the partnership between the two.

References

Maxom, M. (2009). Teaching English as a foreign language for dummies. Hoboken, N.J: For Dummies.