User:Alexandra784/Hispanic and Latino Americans

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- Menken, Kate. English Learners Left Behind: Standardized Testing as Language Policy. Google Books, Multilingual Matters, 1 Jan. 2008, www.google.com/books/edition/English_Learners_Left_Behind/t91K4X6bHXkC?hl=en&gbpv=1&pg=PR7&printsec=frontcover. Accessed 28 Feb. 2024.

- VALDÉS, G. (1992). Bilingual Minorities and Language Issues in Writing. Written Communication, 9(1), 85–136. https://doi.org/10.1177/0741088392009001003

‌- “|.” Enculturation.net, enculturation.net/review_del_otro_lado.

‌- Menken, Kate. English Learners Left Behind: Standardized Testing as Language Policy. Google Books, Multilingual Matters, 1 Jan. 2008, www.google.com/books/edition/English_Learners_Left_Behind/t91K4X6bHXkC?hl=en&gbpv=1&pg=PR7&printsec=frontcove. Accessed 14 Mar. 2024.

English language learners[edit]
Spanish speakers in the United States by counties in 2000

Currently, Hispanic students make up 80% of English language learners in the United States.In 2008–2009, 5.3 million students were classified as English Language Learners (ELLs) in pre-K to 12th grade. This is a result of many students entering the education system at different ages, although the majority of ELLs are not foreign born. In order to provide English instruction for Hispanic students there have been a multitude of English Language programs. ( adding on right here 1: )However, the great majority of these programs are English Immersion, which arguably undermines the students' culture and knowledge of their primary language. As such, there continues to be great debate within schools as to which program can address these language disparities.


 * 1: Schools make demands when it comes to English fluency. There are test requirements to certify students who are non-native English speakers in writing, speaking, reading, and listening, for example. They take an ELPAC test, which evaluates their English efficiency. This assessment determines whether they are considered ELL students or not. For Hispanic students, being an ELL student will have a big impact because it's additional pressure to pass an extra exam apart from their own original classes. Furthermore, if the exam is not passed before they attend high school, the student will fall behind in their courses due to the additional ELD courses instead of taking their normal classes in that year.

Immigration status[edit]
( adding this right here 1: ) Undocumented immigrants have not always had access to compulsory education in the United States. However, since the landmark Supreme Court case Plyler v. Doe in 1982, immigrants have received access to K-12 education. This significantly impacted all immigrant groups, including Hispanics. However, their academic achievement is dependent upon several factors including, but not limited to, time of arrival and schooling in the country of origin. ( adding information here 2:)Moreover, Hispanics' immigration/nativity status plays a major role regarding their academic achievement. For instance, first- and second- generation Hispanics outperform their later generational counterparts. Additionally, their aspirations appear to decrease as well. This has major implications on their postsecondary futures.


 * 1:There are more than five million ELLs from all over the world attending public schools in the United States and speaking at least 460 different languages.


 * 2: When non-native speakers arrive to the United States, the student not only enters a new country, language or culture, but they also enter a testing culture to determine everything from their placements to advancement into the next grade level in their education.

(adding this sections)

Simultaneous bilingualism

The term “simultaneous bilinguals" emerged in the research from Guadalupe Valdez [1].She states that the term is used by individuals who acquire two languages as a “first” language, such as a second-generation latino student who has a parent that is Latino American that  speaks English and Spanish.