ESL-546 Topic 1 DQ 2

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Grand Canyon University *

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-546

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Linguistics

Date

Apr 29, 2024

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docx

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2

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Based on this topic's readings and your own personal research on current issues in the education of ELLs, what are some of the greatest barriers preventing our schools from meeting the educational goals for ELL students today? For each barrier described, what possible recommendations would you make to address each one and what complexities are involved in finding solutions? According to Samuels (2021), there are several barriers that hinder schools from meeting the educational goals for English Language Learners (ELLs). One of the primary challenges is the limited English proficiency of ELL students, which affects their ability to engage fully in academic content. To address this, schools can provide targeted language instruction, such as English as a Second Language (ESL) classes, and integrate language development strategies into all subject areas. Insufficient support services for ELL students can also hinder their academic progress. To tackle this barrier, schools can implement comprehensive support programs that offer language development support, counseling, and cultural sensitivity training for teachers. Collaborating with community organizations and leveraging the expertise of bilingual staff can also enhance support services. Culturally and linguistically biased instructional approaches, materials, and assessments can also hinder the success of ELL students. Recommendations include incorporating culturally responsive teaching practices, using instructional materials that reflect diverse perspectives and experiences, and adapting assessments to address language barriers. The transition process from ELL to mainstream classes can be challenging for students. Schools can provide additional academic and social support during this transition, including peer mentorship programs, differentiated instruction, and ongoing monitoring of progress, to prevent marginalization or stigmatization of ELL students. Finally, insufficient professional development opportunities for teachers in working effectively with ELL students pose a significant barrier. Schools can address this by offering ongoing professional development related to language acquisition, cultural competence, and instructional strategies tailored to ELL needs. Collaboration among educators, administrators, policymakers, and the wider community is crucial to dismantle these barriers and promote inclusive and equitable education for all. In conclusion, schools can use the recommendations provided by Samuels (2021) to address the barriers that hinder the education of ELL students, including the limited English proficiency of ELL students, insufficient support services, culturally and linguistically biased instructional approaches, the transition process from ELL to mainstream classes, and insufficient professional development opportunities for teachers. By working collaboratively, schools can promote inclusive and equitable education for all students, including ELLs. Reference:
Samuels, S. (2021, June 25). Dismantling barriers for English language learners . Edutopia. https://www.edutopia.org/article/dismantling-barriers-english-language-learners/
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