In other words a newly arrived student from another country. In accordance with NYSED Part 154 a limited English proficiency (LEP) student, is a student who comes from a home where a language other than English is spoken and who score below the State designated level of proficiency on the Language Assessment Battery-Revised (LAB-R) or the New York State English as a Second Language Achievement Test (NYSESLAT). These exams analyze the four language
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Professor Jervell Language Acquisition Principles Paper The article that I read was entitled Delicate Balance: Managing the Needs of ELL Students by Jon Nordmeyer. I chose this article because it discussed the different ways to ensure that English language learners (ELL) can be successful during their academic years as well as in their personal lives. Here are the different ways that I will talk about and they are how students are learning English,
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can at times be challenging. This added pressure and stress can wreak havoc for ELLs and can result in feelings of not belonging or loss of identity, their culture, family, or friends. They may also feel they lack the ability to fully express themselves through their native language. As teachers we need to take extra time and effort to understand that these students originate from diverse backgrounds, and some ELL students will have the learning skills that will enable them to pick up the English
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Identify the mandates for the NCLB Act that affect ELLs In 2002 President George W. Bush signed the NCLB Act in order to make schools responsible for the overall performance of every student regardless of ethniticity, income, English proficiency or disability. This law mandated all schools and districts receiving Title I to meet (AYP), adequate yearly progress for the entire school population and for particular social sub groups, which emcompassed economically challenged groups, major ethnic
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Foreign Language Academy is an immersion school that services students kindergarten to eighth grade. The mission of Foreign Language Academy is that they prepare students to enter high school having met or exceeded state standards in all tested areas; to be proficient readers, writers and speakers of the target language; and to be responsible citizens. There are currently 644 students enrolled in Foreign Language Academy. Of the 644 students 40% of the students are African American, 50% are Hispanic
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English language learners (ELLs) are learners who have limited proficiency in the English language. They are learners that have been identified as a subgroup of people that is growing fast. Throughout the United States, school districts educate over 10 million English language learners that not only differ in language but behaviourism and culture as well. Studies indicate that the learners speak numerous languages; Spanish is the language spoken by more than 65% of the (ELLs). As these numbers continue
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Hispanic or Latino, the second highest rate of any elementary school in the district behind Nuestro Mundo, the district’s dual-language public charter school (“District Statistics”). ELLs make up 48% of the student body, a 220% increase from Sandburg’s 2001 enrollment of ELLs. Over the same period, MMSD saw an increase in ELLs of 180% (“District Statistics”). Sixty-six percent of students are from economically disadvantaged families, and the school has the highest rate of homelessness in the district (“Sandburg
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implementing high standards for students and teachers. The ESEA also provided funds for state established educational programs and low income students ("Elementary and secondary,"). Although the ESEA benefited many deserving students in bad economic areas, it did not specifically benefit English language learners. Making matters worse, ESEA was reauthorized as The No Child Left Behind in 2002. NCLB required states to align their standards/requirements with the federal NCLB standards/requirements. Although
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student is labeled English Language Learner (ELL). Thereafter, at GVHS the student is given the California English language development test (CELDT) and a placement test in English and Math (Peterson Henry, 2014, p.1). The result of this test will determine if the student is an “English learner” or “fluent in English proficiency (FEP)” (Peterson Henry, 2014, p.1). The purpose of the CELDT is “to identify students who are limited English proficiency (LEP) (Torlakson, 2014, p.5). In addition, this
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Evaluating Reading Programs African-American (AA) and English Language Learners (ELL) students are groups that traditionally suffer in standard reading and English classrooms. A 1965 Harlem study cited by William Labov (Labov, Can reading failure be reversed pg. 40, laay ) contrasts two groups of students: one group that is not affiliated with street culture and one group that is. The findings are startling. AA students that did not associate with “street” groups on average read two grade-levels
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