English Language Learners
Are we Failing to Educate or Educating to Fail?
Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius
English Language Learners (ELL) have become the largest growing segment of the student population in America.
We will use Michigan as an example.
As reported by the Michigan Facts Resource Guide: The 2012-13 school year, Michigan's schools were home to more than 80,000 English language learners (ELLs), which marked a 47% increase from the 2002-2003 school year (Migration Policy Institute, 2015). Jump to 2017-2018 and the total of students has significantly increased as follows:
The Michigan Department of Education reported there were 97,000 English learners enrolled in Michigan’s school system in 2017. Oakland, Macomb and Wayne County account for 66,000 of these students. Currently, the most common five languages spoken by ELLs in Michigan are Spanish, Arabic, Bengali, Albanian, and Vietnamese. Students are failing miserably!
Who is to Blame?
Is it Parents, Teachers and Administrators ?
Parents of English Language Learners face daunting and discouraging obstacles as they try to become informed or involved in their child's learning. These difficulties include the inability to understand English, unfamiliarity with the school system, and differences in cultural norms. One or all of these combined variables can limit the parents’ communication and participation with both student and school. In addition, The Michigan Department of Education reported that they had experienced inconsistencies across the state in terms of the process districts use when determining English learner eligibility for ELL programs. This situation reportedly violated several federal requirements and forced them to reassess the process. The above situation, coupled with teachers who do not have an ESL endorsement, and the rigorous exam each student must take, clearly shows a skills gap in the process of English language acquisition programs.
The results of the exam determines if they are ready to transcend out of the ELL programs. Unfortunately, in the past, only 13%-15% of students successfully exited the program. But! It has gotten worse! The 2016-17 school year showed a sharp decline in students who could transition, mostly because the English proficiency test was made much more difficult. The results were sobering, less than 1% of the 97,221 students in the state who took the exam reached the minimum score. This is according to data from the Michigan Department of Education (McVicar, 2017).
Teachers in Public Schools and Additional Resources?
"Mainstream teacher attitudes toward ELLs can strongly influence the type of instruction that their students receive” -Dr. Cristina Gonzalez Dekutoski
“Approximately only 29.5% of teachers of Limited English Proficient (LEP) students nationally have LEP or ESL/TESOL training. 11.6% of Midwest teachers currently have ESL endorsement training (spring, 2010) (Dekutoski, 2011). According to a study 60% of ELLs receive all-English instruction with no bilingual education at all. Twenty percent of this population (about 12% of ELLS) do not have access to services that can assist in English language acquisition (NWREL, 2004).
ELL students as a majority spend an hour or perhaps two in an actual ELL class. Furthermore, with less than 1/3 of teachers endorsed to teach ELL, they have reported that they often find themselves at a loss for teaching language acquisition across cultures.
References
Dekutoski, C. G. (2011). Mainstream teacher attitudes toward english language learners. Detroit: Wayne State University.
McHugh, J. B. (20010, August). Number and growth of students in U.S. schools in need of english Instruction. Retrieved from Migration policy institute: https://www.migrationpolicy.org/research/number-and-growth-students-us-schools-need-english-instruction-2009
McVicar, B. (2017, August 15). Rigorous test poses challenges to Michigan's English language learners. Retrieved from Michigan Live: https://www.mlive.com/news/index.ssf/2017/08/rigorous_test_poses_challenges_1.html
NWREL. (2004, March). English Language Learner (ELL) Programs. Retrieved from Creating Communities of learning and excellence: https://files.eric.ed.gov/fulltext/ED484554.pdf
About the Creator
Shawna Savage
Shawna is the author of Psycho Girl:
Overcoming Abuse through Positive Spirituality.
Psycho Girl is the 2011 recipient of The Gold Award in the Self-Help genre, awarded by Readers Favorite.
Ms. Savage lives in the Florida Keys.
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