User:Mgmari19/English-language learner

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An English language learner (often abbreviated as ELL) is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language in addition to their native language or any other languages they may speak. The instruction and assessment of these students, their cultural background, and the attitudes of classroom teachers have all been found to be factors in ELL achievement. Several methods have been suggested to effectively teach ELLs including: bringing their home cultures into the classroom, involving them in language-appropriate content-area instruction, and integrating literature into their learning programs. Some educational advocates classify these students as non-native English speakers or emergent bilingual.

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The term "English Language Learner" was first used by Mark LaCelle-Peterson and Charlene Rivera in their 1994 study. They defined ELL students as students whose first language is not English, including both limited and higher levels of language proficiency. The authors believed that just as we refer to advanced teaching candidates as "student teachers" rather than "limited teaching proficient individuals," the term ELL underscores what students are learning instead of their limitations.

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Since 1872, an English-only instruction law had been in place. However in 1967, the legislation was later overturned by SB53, signed for California public schools to allow other languages in instruction. A year later, after SB53 garnered support by the immigrant community, the Bilingual Education Act (Title VII) was passed. Nationally, public schools were then provided funding for programs that met the educational needs of ELL.

Not long after the installment of Title VII, the "taxpayers revolt" came to fruition and California's Proposition 13 was drafted. It proposed funding cuts for large portions of California's public schools, backed by upset over immigrant progress. In opposition to this, cases like Castaneda v Pickard fought for educational equality and standards focused on developing ELL students, as well as an overall sound plan for school districts. Setbacks in ELL progress happened in California in 1998 when Proposition 227 passed, banning bilingual education again. To combat this, education advocates in the Bay Area began to open all-inclusive schools to promote the acceptance of ELL students.

Culture
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A study to examine anti-racist pedagogy within predominantly white versus predominantly Mexican classrooms concluded that Mexican elementary-level students had a firmer grasp on cultural inequalities. According to the findings, the social and cultural maturity of the Mexican students is a direct result of having faced the inequalities themselves. Another study on Caucasian first-grade teachers versus their E.L.L. students indicated biases that ultimately affected their desire to learn. A combination of misinformation, stereotypes, and individual reservations can alter teachers' perception when working with culturally diverse or non-native English speakers. Teachers are placed in the position to teach English learning students, sometimes without the necessary training. From a Walden University study, a handful of teachers at an elementary school expressed not having the energy, training, or time to perform for these students.

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An ESL teacher, in a study called "Losing Strangeness to Mediate ESL Teaching", "connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge". This has encouraged students to open up and talk about their cultural backgrounds and traditions. "Teachers who encourage CLD students to maintain their cultural or ethnic ties promote their personal and academic success".:90 It has been proven to be beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.

Strategies for Supporting English language Learners in the Classroom
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 * Supporting the students outside of school

To respond to deficiencies in the public school system, educators and student activists have created spaces that work to uplift ELL and their families. Labeled as family-school-community partnerships, these spaces have sought out cultural and linguistic responsiveness through encouraging participation and addressing needs outside of school. It is an interpretation of growth through art and community bonding meant to prime student development. (Chappell and Faltis 2013)