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Essay / Research Paper Abstract
5 pages in length. Acquiring a well-rounded education a enough of a challenge when students speak the common language of a particular society, however, when students know their tongues from another country, it presents significant problems with their ability to learn without benefit of understanding the primary language. English Language Learners (ELLs) face this struggle on a daily basis for two main reasons: schools are not adequately equipped to reach and teach this particular population of special needs students and family at home often speaks their native language which leaves precious little opportunity for the students to improve upon their English. Even if it is a bilingual home, this only serves to encourage code-switching. Moreover, foreign culture often teaches children not to question authority, which leaves an ELL student without means to help himself. Bibliography lists 5 sources.
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5 pages (~225 words per page)
File: LM1_TLCell.rtf
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Unformatted sample text from the term paper:
with their ability to learn without benefit of understanding the primary language. English Language Learners (ELLs) face this struggle on a daily basis for two main reasons: schools are
not adequately equipped to reach and teach this particular population of special needs students and family at home often speaks their native language which leaves precious little opportunity for the
students to improve upon their English. Even if it is a bilingual home, this only serves to encourage code-switching. Moreover, foreign culture often teaches children not to question
authority, which leaves an ELL student without means to help himself. The prior educational experiences of ELLs or the cultures of their native countries may not have prepared
them to question authority, speak in the classroom without fear of reprisal, or assert their point of view on controversial issues. For cultural reasons or because of lack of
verbal skills in English, they may not express themselves openly or may consider it disrespectful to disagree with authority figures such as teachers (Szpara et al, 2007, p. 189).
According to the Association of California School Administrators, having to learn to communicate within a foreign country is not only complex and troublesome,
but it is also quite an involved process. Even more exasperating is the quest to conquer a new language with a learning disability, as a number of high school
students do when trying to learn English. These special needs students are not routinely given the individualized attention they require in order to retain the lesson; rather, they are
often lumped together with other bilingual students and forced to adopt the sink-or-swim method of learning. This unstructured form of education poses a considerable problem for the foreign student
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