English Language Learners and Bilingual Program Models
Through the department of education, the state of Texas has been able to identify the various students who need to undertake ELL classes based on their grades. This situation is made possible through after the commissioner of education conducts the multiple approved tests for the examination of the capabilities of the students in the English language (Knight, Izquierdo & DeMatthews, 2017). After review of the grades in the various tests, the different students with challenges in communicating in English are identified and enrolled to the ELL programs available in the state (Knight, Izquierdo & DeMatthews, 2017). Therefore, the lack of sufficient skills in communicating effectively in English is considered an essential requirement for ELL students in Texas.
To students who speak another language other than Spanish, ESL programs are considered the best way to assist them. ELS programs are tailored to enable students who do not have strong English language backgrounds to attain full proficiency in the language. Through the teachers who are certified in teaching English as a second language, practical methods for second language acquisition are used in the process of teaching (Wixom, 2015). ESL students lack English proficiency to become competent in aspects such as reading, comprehension, composition and speaking English (Ferlazzo & Sypnieski, 2012). ELL programs are used when the students speak the same language, such as French, German or Mexican. In this case, the ELL teacher should be proficient in the two languages to assists the students to learn English most effectively.
Various methods are used when working with ELLs. Such practices enhance their understanding of multiple concepts taught. Use of visual presentations is one of the most common methods used. This process involves the use of video presentations, diagrams and pictures to enhance the description of the various concepts taught. Also, the use of group discussions is considered an effective method for engaging ELL students (Ferlazzo & Sypnieski, 2012). For example, students with the same language background can be placed in the same group to discuss various concepts. Acknowledgement of the “silent period” is also another method which enhances the learning of non –English speaking students (Ferlazzo & Sypnieski, 2012). This aspect is associated with the fact that some students outside of America would feel uncomfortable to speak English until they are perfect. This situation is considered as a normal stage for second language learners as it enables them to perfect their language before they speak, which is a distinctive aspect of English learning.
Other methods for active English learning include the use of sentence frames to enhance language practice among the students, use of culturally unique vocabularies and scaffolding of the native language (Ferlazzo & Sypnieski, 2012). Such aspects are relevant as they enable the students to relate what they learn to their culture, making it easy for them to understand what they are learning. These aspects are possible when the teacher determines the cultural backgrounds of their students as it enhances the teacher-student relationship (Wixom, 2015). The teachers can utilize pre-teaching to prepare the students for the things they will learn next and give them room to practice before the lesson.
In conclusion, the increasing number of ELL students in Texas has dramatically influenced the education system in the state. This situation has been associate the way the state government has significantly invested in the development of ESL and ELL programs to assist the non-English speaking students in becoming proficient in the English language. Through such applications, the ELL and ESL teachers utilize various methods which enhance the learning process of the non-English speaking students to learn the English language faster and effectively. Such practices include aspects such as the use of visuals, group discussions, silent period acknowledgement, sentence frames, unique cultural vocabularies and learning of cultural backgrounds.
References
Ferlazzo, L., & Sypnieski, K. H. (2012). The ESL/ELL teacher’s survival guide: Ready-to-use strategies, tools, and activities for teaching English language learners of all levels (Vol. 175). John Wiley & Sons.
Knight, D. S., Izquierdo, E., & DeMatthews, D. E. (2017). Implementation, Cost, and Funding of Bilingual Education in Texas: Lessons for Local and State Policymakers.
Wixom, M. A. (2015). ECS and National Experts Examine: State-Level English Language Learner Policies. Education Commission of the States.