Blom 1 Kristin Blom Mrs. Warneke English 12 20 October 2013 Addressing the Achievement Gap of English Language Learners Most young kids walk into school on the first day worrying about the clothes they are wearing, who they will sit by at lunch, and cooties they will catch from their classmates. On Es ra th
Ileri’s first day of 4 grade, he had much more on his mind. He was entering school in America for the first time at age nine with hardly any an y knowledge of the English language. He grew up in Turkey, and when Esra came to the United States, he was classified as an English language learner (ELL) (Pongracz 4). Esra and other oth er ELLs are recognized as “individuals who are in the process of transitioning from a home or native language to English” (Herrera and Murry 8). This classification helps schools determine what steps need to be taken in order for the students to learn effectively (Herrera and Murry 7). The problem is that many schools do not have the innovative programs, resources, or funding necessary to meet the real needs of Esra and other ELL students. The result is what is known as an achievement gap between ELL students and native English-speaking students. When comparing scores on standardiz ed tests, ELL students th
earn much lower scores than their English-speaking En glish-speaking peers. For example, in 2009, just 25% of 8 graders who were classified as ELLs nationwide passed the basic p roficiency levels in reading. th
On the other hand, 76% of non-ELL 8 graders passed the reading proficiency exam, a ccording to the National Assessment of Educational Progress (Bohórquez 1). This is one statistic of many that represents the struggle ELLs are facing ever yday in the classroom. The achievement gap of English language learners clearly demonstrates that the American educ ation system has failed to provide equal opportunities for all students to succeed (Ortiz and Pagan v-viii). Before solutions to this growing problem are proposed, it is important to first gain a better understanding of the ELL populations in America’s schools. In 2009, about 11% 11% of
Blom 2 students in the United States were classified as ELLs (Ortiz and P agan v). According to an article sponsored by the National Education Association, 79% of these students’ native language is Spanish. After Hispanic, Asian is the next highest decent of ELL students (McKeon). As Hispanic, Asian, and other immigrant populations continue to increase in America, the number of ELL students is bound to increase. In fact, by 2030, it is estimated that English language learners will make up 40% of the K-12 student population (Herrera and Murry 4). As the number of ELL students in schools continues to rise, something needs to be done to address the learning obstacles they encounter (McKeon). To make an educated decision regarding the best solution, it is important to analyze not only who is affected by the achievement gap, but also the cause of it. There is one main cause that schools can address to close the growing achievement gap between ELL students and native English-speaking students. Schools have a lack o f innovative programs to address ELL students’ needs. Because the ELL population in most schools has just recently become notable, many schools have not had time to equip themselves with the resources they need to address the problem in an effective way (Ortiz and Pagan vi). As a result, many schools have not implemented programs that are tailored to the needs of ELL students. The lack of programs is a problem now, and if the projected statistic of two in five students being classified as English language learners becomes a reality, schools will find themselves in an even worse position. Therefore, schools need to address how to meet the needs of ELL students so the achievement gap can be brought to a close before it expands (Herrera and Murray 4) (Ortiz and Pagan vi). One way to address this flaw in the education system for ELL students is through a program called the two-way bilingual immersion (TWI) program, or the dual language immersion program. Most commonly used by elementary schools, this method of teaching is
Blom 3 becoming increasingly popular because it promotes multilingualism among students (Hunemorder). The concept behind the TWI program is simple: teach students the academic curriculum in English and a second language (commonly Spanish). This program benefits ELL students as well as native English-speaking students because it promotes proficiency in two languages. This results in students of many back grounds going to schools that use the TWI method. The only difference for students is that so me of them are learning English in addition to the curriculum while others are learning Spanish. Two-way bilingual immersion is a great way to enhance language proficiency of students of all backgrounds (Bohórquez 5-8) (Herrera and Murry 123). When looking at the feasibility of dual language i mmersion, it is evident that this method is very innovative but complex. To begin with, this method is unique because it fosters proficiency in two languages. This is extremely beneficial because research has shown that students most effectively learn a new language “after “ after their first language is firmly established” (Herrera and Murry 123). In addition to language development, TWI promotes academic success because lessons are taught using a combination of two languages (Bohórquez 5). Another positive aspect of this method is that it keeps ELL students immersed in a traditional traditional classroom setting while providing a specialized education. Th is is valuable because ELL students are not segregated from native English-speaking students, so all students have the opportunity to learn about other languages and cultures from their peers. However, in some cases, ELLs become isolated from their English-speaking peers as non-ELL non-ELL students “may acquire a privileged status as the program progresses” (Herrera and Murry 125). This creates an obvious division in the classroom, a negative outcome of the TWI program. Another disadvantage of two-way immersion is the lack of qualified teachers to implement this st yle of instruction. In fact, the
Blom 4 National Center for Education Statistics found that just “2.5 percent of teachers who instruct English language learners possess a degree in ESL o r bilingual education” education” (McKeon). Overall, this method uses very effective techniques but can be difficult to successfully implement in schools (Herrera and Murry 123-125). Another instruction model that schools use to address inequality in the education of English language learners is called the push-in me thod (PI). In this program, ELL students are immersed in a traditional classroom setting. Two teachers, a curriculum specialist and an English as a Second Language Langua ge (ESL) specialist, co-teach all students in the class. Because both teachers provide instruction in the academic lessons, the teachers must plan and schedule a routine together. This collaboration of an academic content expert and a language proficiency expert allows all students to learn the structured academic lessons and gives ELL students the extra instruction they need to be successful (Herrera and Murry 286) (Reynolds et al. 9). The push-in method of instruction is an effective wa y to approach teaching ELL students, but it does not come without its downsides. Similar to the TWI method, method, the PI instruction model keeps ELLs integrated in a mainstream classroom setting. This is an advantage to ELL students because there is less stigma associated with their unique learning situation situation (Herrera and Murry 286). In addition, ELL students will interact with their native English-speaking pe ers, so they will be able to enhance their proficiency in the English language through conversation. Another benefit of the PI method is that ELLs are learning the same curriculum as their peers while getting help to break the language barrier that exists. The team teaching method that makes this type of specialized instruction possible can also be come a weakness in the PI method. In some cases, the content specialist and the ESL specialist do not share equal roles and responsibilities in the class. Some grade level teachers teach ers view the ESL teachers as assistants, which may cause these