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EDU 256 English as a Second Language assignment Taylor Hartley Due Date: October 22nd Colleen uchanan

The rationale !or this module is to !ul!ill a mandate by the State Education De"artment #SED$ o! %e& 'or() dealing &ith issues o! language ac*uisition and nati+e s"ea(ers o! languages other than English, The o!!icial regulation !ollo&s: Section 52.21 (b)(2)ii.C.1.iv o! the Commissioner-s regulations !or the registration o! "rograms leading to classroom teaching certi!icates calls !or "reser+ice teachers to ha+e course&or( and.or training in the !ollo&ing areas: Language ac*uisition and literacy de+elo"ment by nati+e English s"ea(ers and students &ho are English language learners / and s(ill in de+elo"ing the listening) s"ea(ing) reading) and &riting s(ills o! all students) including at least si0 semester hours o! such study !or teachers o! early childhood education) childhood education) middle childhood education) and adolescence education1 teachers o! students &ith disabilities1 students &ho are dea! or hard2o!2hearing) students &ho are blind or +isually im"aired) and students &ith s"eech and language disabilities1 teacher or English to s"ea(ers o! other languages) and library media s"ecialists, 3rograms leading to all o! the !ollo&ing certi!icates must "re"are candidates !or understanding language ac*uisition and literacy de+elo"ment by nati+e English s"ea(ers and students &ho are English language learners 2 and "ro+ide candidates &ith s(ill in de+elo"ing the listening) s"ea(ing) reading) and &riting s(ills o! all students: 2 early childhood education4 2 childhood education4 2 middle childhood education4 2 adolescence education4 2 students &ith disabilities4 2 students &ho are dea! or hard2o!2hearing4 2 students &ho are blind or +isually im"aired4 2 students &ith s"eech and language disabilities4 2 English to s"ea(ers o! other languages4 2 library media s"ecialist4 2 literacy 2 s"ecial sub5ects #dance) !amily and consumer sciences) health education) music) "hysical education) technology education) theatre) and +isual arts$ 2 career !ields #agriculture) business and mar(eting$ 2 educational technology s"ecialist 2 intensi+e "rogram !or indi+iduals holding a transitional C certi!icate 4 6hile all "rograms listed abo+e must include "re"aration in language ac*uisition and literacy de+elo"ment) the "rograms mar(ed &ith an asteris( must include at least 6 semester hours o! such study) as "art o! the general "edagogical core,

Goals and Objectives

Goals of the odule The "rimary goal is to gi+e you some !amiliarity &ith the sub5ect area o! language ac*uisition and education !or ESL.LE3 students, Chances are you &ill ha+e ESL.LE3 students in your classes and chances are you &ill not s"ea( their language, 7! you "ay attention throughout this module) do the readings and acti+ities) and gi+e some serious thought to the to"ic as &ell as &hat the inter+ie&ees tell you) then you should ha+e a good idea o! ho& to go about "ro+iding o"timal academic o""ortunities !or your ESL.LE3 students, The end goal and result is to enable you to structure your lessons so that your ESL.LE3 students &ill ha+e success!ul learning e0"eriences in your content class, Objectives of the odule

U"on com"letion o! this entire module you &ill: 8, e con+ersant &ith ESL.LE3 terminology and be able to "artici"ate in educational con!erences about your ESL.LE3 students in a cogent manner, 2, Understand and be able to +erbali9e the obstacles that many ESL.LE3 students !ace &hen enrolled in content classes, :, e !amiliar &ith some ma5or issues o! second language ac*uisition that &ill ha+e a direct im"act on your ESL.LE3 students and em"loy this (no&ledge in your lesson "lanning and e0ecution, ;, <no& ho& to ameliorate some o! the "roblems ESL.LE3 students !ace in regular classroom instruction=your classroom=and incor"orate this (no&ledge in your daily instruction, 5, e able to delineate se+eral strategies that your ESL.LE3 students should engage in to o"timi9e their learning in a content class and hel" the students "ractice these strategies regularly, 6, Use all the in!ormation and (no&ledge gained !rom this module to in!orm your classroom "ractices on a daily basis,

1. !onda"# 1$5$%& 'ilingual education in the (S (&

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8, 7s bilingual education # E$ ne& in the United States> E0"lain, %o) it is not that ne&, 3eo"le ha+e been immigrating and mo+ing to ?merica !or years, Coming to ?merica means learning our language) English) to !it in and be able to interact and li+e here as a citi9en, ecause o! the &ay our country is run 7 is almost im"ossible to li+e here &ithout learning English, 6e ma(e sure that it is taught &hen "eo"le come o+er and mo+e here, 7! you do not s"ea( English) ?mericans lose res"ect and ha+e no interest in hel"ing or getting to (no& a "erson, 2, 6hat is the @Un9 7nitiati+eA> This initiati+e states that some "eo"le in ?merica do not &ant bilingual education, They belie+e that no other language should be taught in ?merica other than English, ?ll sub5ects in "ublic schools &ill be strictly English s"o(en and taught, :, 6hat caused the u"surge o! E in the 8B6Cs> 7n the 8B6C-s some belie+ed that those &ho &anted to learn and be taught in another language should ha+e the o""ortunity to do so, They &anted to hel" accomidate those &ho needed t&o di!!erent languages to learn, Dany did not li(e this because it &ent again many &ho belie+ed English &as the only language &e could use in ?merica, ;, E0"lain Lau +s, %ichols and its im"ortance, ? student !rom china &as li+ing in Cali!ornia and &as ha+ing di!!iculty learning because o! his lac( o! English s(ills, He &as u"set that no one &ould accommodate !or him and hel" him understand, He &anted to learn but there &as no &ay because the education system &ould not e+en hel" him learn English, This is im"ortant because as a citi9en o! the united states you ha+e rights to learn and not be held bac( in education, E+eryone deser+es a !air o""ortunity to learn and e0"and their (no&ledge) e+en i! they are ha+ing trouble s"ea(ing and understanding English, 5, Outline the +arious shi!ts o! "ublic o"inion +is2E2+is E o+er time in the U,S, There &as a continuous amount o! change throughout the entire history o! the United States, 6e started out not &anting E in out systems then &hen &e got to the 6C-s there &as a !ight to include it to gi+e all "eo"le e*ual rights &hen it came to education, ?s time "assed there &as much debate going bac( and !orth, 6ith all the argument 7 do not (no& i! it &ill e+er be settled &hat &or(s best, %o& 7 belie+e that there is an o"tion and all schools across the country are di!!erent, There is not set national standard or rule !or ?merican schools,

2. *uesda"# 1$+$%& ,ifferent instructional a--roaches in Orlando (& For discussion:

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8, E0"lain the @!ast trac(A and @slo& trac(A instructional a""roaches to E, The !ast trac( is teaching a class in only English and ha+ing them catch on and learn a!ter much listening, The slo& trac( is better because it &or(s on both English and their nati+e language, This &ay they do not lose their !oundation, This &ill allo& the students to learn more and "ossibly become bilingual, 2, 6hat are some arguments in !a+or o! de+elo"ing L8 literacy> 7t ma(es learning the other language easier, Ha+ing a !oundation o! their nati+e language) they can a""ly some o! these s(ills to their English learning, :, 6hat is @Sheltered EnglishA> ? child is e0"ected to learn English in t&o years or less, They &ill only be s"o(en to in English, The instruction and lessons, The le+el though is too sim"le so they ha+e trouble catching u" in other sub5ects, ;, Some critics o! E decry bad teachers as a ma5or "roblem, 6hat does @badA re!er to in this situation #i,e,) &hat is the "roblematic issue &.these teachers$> Teachers that do not s"ea( correctly in English, They are not "er!ect at it so this &ill hurt the ability to teach the students, They do not thin( they are "ro!icient and do not ha+e the s(ills to hel" the students learn .. /ednesda"# 1$0$%& !ia i1s Coral /a" -rogra For discussion: 8, Describe the E "rogram at Coral 6ay Elementary School in Diami) FL, #ty"e o! students) ho& long in e0istence) success rate) etc,$, ;CG are not nati+e English s"ea(ers, They all learn to s"ea( S"anish and English, They need to master this, ?ll ma5or sub5ects are taught it both S"anish and English, 7t has been &or(ing this &ay since 8B6:, They ha+e among the highest test scores in the city, (& in. .5 sec.)

2, 6hy do you thin( this "rogram has been so success!ul> T&o languages e0"and the students mind, 7! they can s"ea( t&o di!!erent languages it ma(es the students more dynamic and &ell rounded, 7t can hel" them &ith s"eci!ic tas(s later in li!e, They &ill not be held bac( because they cannot understand something, 7t &ill hel" them in the real &orld, :, 6hy might "arents choose to send their children to this school> They gain e0"erience and gro& as "eo"le, They are able to be &ell rounded, There is a lot o! su""ort at this school, They really !ocus on and &or( one on one &ith students that need the hel", They set high standards so the students &ill be e0"erts &hen they lea+e the school, The teachers and city ha+e e0"anded and is no& a di+erse school allo&ing their children to gro&, ). *hursda"# 1$&$%& 2nstruction of 3E4s in California (& For discussion: 8, Describe the E "rogram in Cale0ico #ty"e o! students) ho& long in e0istence) success rate) etc,$, The students s"ea( S"anish, Ho&e+er) by the end o! their schooling most are !luent it t&o languages, They ha+e a lo&er dro" out rate than most schools in the country, They are taught slo&ly and more and more English is used by the time they get to high school, The students !or the most "art are immigrants, They begin in (indergarten and go all the &ay to graduating high school, 2, 6hat are some o! the reasons !or the success o! this "rogram> The system ma(es sure to &or( on their "rimary language &hile teaching English, The school has se+eral certi!ied bilingual teachers, They students are highly educated and lean im"ortant li!e s(ills to hel" them in li!e once they graduate, :, 6hat are some o! the "roblems.negati+es &ith E as re"orted in this inter+ie&> The students are not learning *uic(ly enough so they do not thing the results are &ell enough to (ee" the school around, 7t is +ery e0"ensi+e to go to these schools also, The resources are +ery "ricey !or a "rogram that may not be &or(ing *uic(ly enough, There is too much S"anish being s"o(en and not enough English, in. .% sec.)

;, 6hat is the @English !or the ChildrenA initiati+e and &hat are its "ro+isions +is2E2+is E > ?ll schools &ould only be able to s"ea( English in their classes, They &ant to start out the classes s"ea(ing this &ay so they learn *uic(ly and transition into !ull English s"ea(ing classes by :rd grade, They ease a&ay !rom S"anish much more *uic(ly, 5. 5rida"# 1$%$%& 'ilingual students# -overt"# and s-ecial needs (& For discussion: 8, 6hat is meant by @academic languageA and &hy is this so im"ortant to ac*uire> The ability to use English !or academic setting is @academic language,A The students &ho can read and &rite and get through in school using English ha+e a strong academic language, This is im"ortant because it allo&s them to learn in mainstream settings, They &ill im"ro+e in both their English s"ea(ing settings and their nati+e language settings, 7t allo&s them to im"ro+e on their bilingual ability, 2, 6hat are some other "roblems #besides language$ that some LE3 students !ace> Ho& might these a!!ect their academic "er!ormance> 7! the students ha+e any ty"e disability it may be di!!icult to teach them t&o languages, 7n addition) to test and assess these students standards are not set so it is hard to see their "rogress, S"ecial education hel" &ill be needed too !orcing many s"ecial re*uirements, They are ha+ing trouble !itting in &ith the classes) &hich ma(es learning di!!icult, There is also a "o+erty issue, Some o! these "eo"le cannot a!!ord training and hel" in their English s"ea(ing, in. 2) sec.)