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Essay / Research Paper Abstract
A 4 page paper that addresses sociocultural influences, bilingualism and building partnerships between ELLs' families and schools. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: KL9_khellsfam.rtf
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Unformatted sample text from the term paper:
Behind (NCLB) Act, while it calls for teachers to be well qualified, there are no corresponding requirements for teachers to be prepared to meet the learning needs of students with
limited English proficiency. According to the National Center for Education Statistics, less than 13 percent of the nations teachers have received professional development that prepares them for teaching linguistically diverse
students (Echevarria, Short and Power, 2006). There are no requirements that teachers with ELLs in their classes to have an "understanding of second-language acquisition, ESL (English as a Second Language)
methods or sheltered teaching methods" (Echevarria, Short and Power, 2006, p. 195). While there are multiple sociocultural influences on ELLs, the lack of teacher preparation to meet their learning
needs is one of the most significant in regards to their academic achievement. When children are being taught in a language with which they are only beginning to gain familiarity,
they are likely to have considerable difficulty understanding expressions, as well as the cultural gestures that the teacher may use (Myburgh, Poggenpoel and Van Rensburg, 2004). Professional development can alleviate
deficits in teacher preparation and knowledge pertaining to ELLs. Bilingualism and home language use For over twenty years, researchers have documented a phenomenon referred to as the "immigrant paradox,"
which refers to the fact that immigrants typically do quite well in American society, despite having to learn the intricacies of a new culture and language, with few economic resources
(Han and Huang, 2010, p. 831). Frequently, as children become acculturated to American society, they become reluctant to speak their native language. This is detrimental, as an increasing body of
research indicates the multiple benefits of bilingualism to academic outcomes, as well as "higher self-esteem and stronger family cohesion" (Han and Huang, 2010, p. 831). Scholars believe that bilingualism promotes
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