English Language Learning: U.S.
In the U.S., English as a second language is becoming more prevalent as the number of immigrants, particularly of Latino descent, increase and their children become integrated into the American school system (1). Currently, Latino student enrollment comprises more than 20% of all students in K-12 education in the U.S and this number is growing (4). Clearly, the U.S. must address the role of English in the classroom.
Language & Content Learning U.S. schools, like developing countries, also deal with the problem of getting English learning students “up to speed” in both language and academic content. One study found that “attempts to merge content area instruction with ELD [English Language Development] instruction, while well-intended and conceptually sound, are rarely well-implemented” (2). Proper techniques and strategies must be used for students to learn English while learning in English. Teacher's Techniques For ESL students in the U.S., mainstream teachers often do not have the knowledge or resources to support these students. They may make references and assumptions that students may not fully understand in the context of the class. Furthermore, some studies have found that mainstream teachers may be resistant to changing their ways to assist ESL students by incorporating new techniques in their classrooms (2). Clearly, teacher’s techniques in Namibia and the U.S. must be better developed for quality English language learning. Retaining the Native Language In the U.S., students of immigrant families experience a similar disconnect between their first language and English as their second. This has serious psychological implications on students as they attempt to deal with parents who prefer they retain their first culture and language, and peers who emphasize American socialization and the use of English only (3). This can result in poor academic achievement as students are forced to cope with the disconnect between languages and culture. |
1. Midobuche, E., Benavides, A., & Kostina-Ritchey, E. (2011). Reflections on second language teacher dispositions: preparing for educational, linguistic, and cultural challenges in national and international settings. Procedia Social and Behavioral Sciences, 15(2011), 1262-1265.
2. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional children, 66(4), 454-471.
3. Tedick, D., & Walker, C. (1994). Second language teacher education: The problems that plague us. The Modern Language Journal, 78(3), 300-312.
4. http://www.time.com/time/nation/article/0,8599,2070930,00.html
5. http://b-complex100.blogspot.com/2011/04/critical-response-5-dont-insist-on.html
2. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional children, 66(4), 454-471.
3. Tedick, D., & Walker, C. (1994). Second language teacher education: The problems that plague us. The Modern Language Journal, 78(3), 300-312.
4. http://www.time.com/time/nation/article/0,8599,2070930,00.html
5. http://b-complex100.blogspot.com/2011/04/critical-response-5-dont-insist-on.html