ELLs are still being left behind. [blog post 1]

English Language Learners

The Crisis: Children are still being left behind. Why? 

A teacher's job is to prepare every child for the real world and make a positive difference in generations to come. However, this is easier said than done. Realistically, there are many dilemmas in the education field that cause problems for certain learners with origins from a diverse background. English Language Learners face a big challenge of not speaking the native language in their respective school, and therefore stumble upon many difficulties in the classroom. This blog post will focus on a dilemma found in the education field-- Hispanic English Language Learners and specific conflicts that directly effect learners in an elementary school setting.

One conflict that causes difficulty as an ELL student is found in the education department, when some schools fail to meet the requirements that the state mandates. In the article, "English Language Learners as Pawns in the School System's Overhaul" Freedman describes a situation in New York City's public schools where ELLs are denied of an equal opportunity to education. In multiple cases, ELLs have been, "moved around, shunted aside and denied the very kind of instruction they are due" (2007). Approximately 200 ELLs are counted as “the missing ELLs” who have been swept under the rug and not receiving the necessary services and instruction. In addition, even the ELLs receiving services in the small schools are serving no purpose because teachers are not properly trained, and schools do not offer English-fluency classes. Instead, ELLs of all levels are put together into a single class for one period throughout the day. 

Another obstacle that ELLs must overcome is the expectation of meeting requirements found in the Common Core Standards (CCS). The CCS are educational initiatives that requires each student to know in English language arts and mathematics by the end of every year. The newly adapted standards place a stronger focus on critical thinking, deeper engagement, and advanced vocabulary (Wingert 2014). This poses as an overwhelming challenge for ELLs, especially for some who are still learning how to speak and read the English language fluently. In "The Common Core is Tough On Kids Who Are Still Learning English" the author discusses how educators are worried about the new standards, and realize it may be harmful to Hispanic students due to the intense language demand. It is estimated that approximately 5 million ELL students in grade K-12 attending U.S. public schools have less than proficient English skills (Wingert 2014), and as a result score significantly lower on standardized tests when compared to White students. The newly advanced CCS place higher expectations on both teachers and students, which adds an unhealthy level of stress on learning. 

Early childhood Hispanic ELLs raise their hand to answer questions in the classroom. Retrieved from http://www.nbcnews.com/news/latino/are-english-learners-neglected-early-education-n304486  

How is a student supposed to strive or progress in academics if they are being denied of effective services? How is a student supposed to learn the English language if teachers do not know how to deliver appropriate instruction? It is simply unrealistic. At the elementary level, all students are at a crucial age-- their experience during early childhood years greatly effects their future. It is demanding that elementary students are properly educated and are receiving appropriate services at the beginner age of learning. These conflicts associated with ELLs reflects a weak aspect to the Education Department that is preventing students from not receiving a meaningful education that they rightfully deserve. Research shows that the achievement gap between Hispanic and Whites students has not been changed for the past two decades (Webley 2011). No significant progress for Hispanic students has been made for quite some time. These statistics prove that more concern and effort is needed in order to make improvements in some school districts. Hispanic English Language Learners are still being left behind, putting an unfair limit on their success in education.