The Diverse Language Needs of Students Esol Order Instructions: Please do this paper correctly the last paper I had to do my own revision. It was half done. I paid $58.
6/21/16
Please relate the article to the needs of the students in my class for part 1 and 2 I did the paper already just relate the information to my ELL students
Part I: Based on the two articles (Focus on Adolescent English Language Learners and English Language Learners: An NCTE Policy Research Brief), respond to the following question:
• How does the information in the articles relate to what you know about the diverse language needs of the students in your class and/or school?
Part II: Based on the reading from The Crosscultural, Language, and Academic Development Handbook pages 296-303, respond to the following questions:
• How does James Tollefson’s work on language equity apply to your students? Consider the explanation about how language diversity can be seen as a problem, a right, or a resource.
• How might Michel Foucault, Pierre Bourdieu, and Jim Cummins describe the social, cultural, and language currency used to empower students in your class or at your school?
Part 1 In the United States, the need for learning of other than native language cannot be ignored any further. In the article of J. Short and Fitzsimons, they have described the need for learning English in the US. The high school and middle school students represent a growing proportion of middle and secondary school enrollments in almost all of the country–including states and districts which may have rarely encountered them in the past. These students cannot afford to ignore the pressing need for learning English. There is more than 60 percent of ELLs ( English Language Learners )in grades 6-12 still reside in five states (California, Texas, Nyc, Florida, and Illinois), more states have rapidly growing figures of adolescent ELLs. Intended for example, from 1993 to 2003, North Carolina experienced a 500 percent development, and the numbers of adolescent ELLs in Co, Nevada, Nebraska, Oregon, Atlanta, and Indiana more than doubled. (Goughs, 2007)
Education research has concentrated on elementary-level ELLs, and education policymakers have often overlooked the needs of the growing population of older language-minority students. To fill the distance, the Carnegie Corporation of New York asked the Center for Applied Linguistics to convene a snowboard of researchers, policymakers, and practitioners to identify ways to increase the academic literacy of adolescent ELLs. Their whole article based on importance and need of diverse language learner because it becomes the necessity to move in the society. Their statistical data and example can clarify the need of learning the diverse language, as for this purpose government intentions and involvement in considering this need as the need for estate can’t be ignored. Short and Fitzsimons have also written in their article that ensuring appropriate language for students can help the American society to become strengthened and enriched. (Goughs, 2007)
Part 2 In Tollefson’s article, he has described the importance of language equity among students. The question arises in the case of equity that which language variety should be used as a medium of instruction in English language learning; it involves two different issues: the variety used by teachers and students in the classroom and the target language of the learners. Both issues are usually framed as pedagogical: Which variety (or varieties) will best serve learners’ educational needs? In contrast, a critical perspective views pedagogical rationales for alternative English language learners’ policies and practices as mechanisms for justifying conventions of language teaching. Thus, critical ELT research explores the underlying ideological orientations of alternative policies and practices. He has also described that language diversity can be seen as a resource service of social agendas that determine which language groups enjoy particular economic, political, and social benefits for the society. (Tollefson, 2016)
Foucault et al. have described the social culture and language currency used to empower the students. They have described that culture differences elimination is a crucial element for Eel learners. They had focused on META CONSENT DECREE, legislation passed in 1990, is a mandate for all the schools about learning the strategies and implementation rules for ELL. They have described that social, culture and language currency empower the students to move and survive in society because the pressing need for diversification and learning of other than native language cannot be ignored. The US trend has become the need of high and middle-level school student to polish their skills in language currency. They said that for language currency in empowering the students, the ESOL staff development has a very imitable role. The documentation of ESOL strategies in lesson plan should be properly configured and had developed the concentration on the example of schools is doing the things to educate personnel and ELL’s learning needs.
The Diverse Language Needs of Students Esol References
Goughs, D. (2007). Educational Leadership: Responding to Changing Demographics: Focus on Adolescent English Language Learners. Ascd.org. Retrieved 9 June 2016, from http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/Focus-on-Adolescent-English-Language-Learners.aspx
Tollefson, J. (2016). Ideology, Language Variety, and ELT. The University Of Washington USA, 2.
The Diverse Language Needs of Students Esol Sample Answer
Esol
The Diverse Language Needs of Students in my School
In accordance to my view on the diversity of language needs for several students within my ELL class, the element of native language remains an aspect that may not be fully ignored in as much as there is a need to learn English among students in the US. In relating these views to my knowledge on the essence of diverse language needs among students in my ELL class, it is significant to ascertain that different students present a broad range of experiences and skills from different economic and cultural backgrounds (Goughs, 2007). However, the element of language remains a challenge in delivering and expressing their experiences within the course of learning. This critically points out to the need for the students in my ELL to learn and embrace English with the primary aim of enabling them to express their interests and display their knowledge, strengths and unique abilities effectively.
Tollefson’s Work on Language Equity to Students
According to Tollefson, language remains essential in initiating equity among students, a factor that point out to the need of using language varieties as a medium of instruction in the process of learning. This clearly relates to the students within my ELL class since the inclusion of English learning would best serve the students learning needs (Tollefson, 2016). On the other hand, the aspect of language diversity can be utilized as a resource within the institution since it meets the social agendas of the students, a factor that clearly determined the manner in which different students from different language groups enjoy particular social, economic and political benefits within the society.
The Use of Language Currency to Empower Students
It is essential to establish that a positive self-concept and a positive attitude remain essential ingredients in achieving the learner’s maximum potential in learning. This is emphatically displayed in the inclusion of language and culture of the learners within the course of learning as integral elements in empowering the learners to feel confident in engaging in learning without the fear of making mistakes (Goughs, 2007). As detailed by these authors, the social-cultural components and language currency can be utilized as a tool in empowering students since this aids in the elimination of cultural differences that remains crucial to learners. In other words, language currencies equip the learners to better assimilate into the society since the element of diversification is embraced even when the learning of other native languages may not be easy to ignore. This, therefore, requires the students to buff up their abilities and skills in language currency.
The Diverse Language Needs of Students Esol References
Goughs, D. (2007). Educational Leadership: Responding to Changing Demographics: Focus on Adolescent English Language Learners. Ascd.org. Retrieved 9 June 2016, from http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/Focus-on-Adolescent-English-Language-Learners.aspx
Tollefson, J. (2016). Ideology, Language Variety, and ELT. The University Of WashingtonUSA, 2.
