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You are here: Divisions » Learning Services-Mr. Brad Neuenswander » Title Programs and Services » Federal Programs » Title III State ESOL » General Information  » Common Myths and Questions

        
   

Common Myths and Questions

 
  1. Why is it necessary to identify language minority students? Are we required to have an English-language assistance program?

     Yes. The U.S. Office for Civil Rights, Department of Education, through the Civil Rights Act of 1964, requires the identification of language minority students by level of English language proficiency. While some language minority students are able to participate fully in a curriculum designed for monolingual English-speaking students, others need language support services to further develop their English language proficiency.

  2. Must my school participate in the state-funded ESOL program?

     No. Federal law requires you to offer some form of language assistance (see Serving Linguistically and Culturally Diverse Students in Kansas Schools). The state of Kansas offers a way to meet these needs with the state-funded ESOL program (see Program Requirements for State Funding*).
     

  3. What if I only have a small number of students needing services?

     They, just as any special-needs students, require services. Have a staff teacher enroll in an ESOL endorsement program (thus making your district eligible for state funding) and teach one segment a day gathering all eligible students in one location. Student transportation may be used for English Language Learners (ELL) (same rule that governs special education).

  4.  Do ESOL students learn English easily and quickly simply by being exposed to and surrounded by native English speakers?

     Learning a second language takes time and significant intellectual effort on the part of the learner. Learning a second language is hard work; even the youngest learners do not simply "pick up" the language.

  5.  When ESOL learners are able to converse comfortably in English, have they developed proficiency in the language?

     It can take 6-9 years for ESOL students to achieve the same levels of proficiency in academic English as native speakers. Moreover, ESOL students participating in thoughtfully designed programs of bilingual or sheltered-content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison to students without such advantages.

  6.  In earlier times, didn't immigrant children learn English rapidly and assimilate easily into American life?

     Many immigrant students during the early part of this century did not learn English quickly or well. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today.

  7.  Do I need to speak the student's home language to teach ESOL?

     No. Although knowing firsthand the experience of learning any second language is advantageous, it is not required. Teachers are encouraged to know some important words, ex: stop, danger, or phrases such as, "There is a fire…." in the language of the children they teach, especially if they have a very low English Proficiency level. The goal of ESOL is to allow our students to fully participate in an English instructional environment, graduate from high school and seek further educational and vocational opportunities in Kansas. The key is comprehensible input. With more exposure to the contextual use of English, the more acquisition will occur.

  8. Students just arrived that do not speak English. What do we do?

     Determine eligibility for ESOL services. See section Assessment of LEP Students.

    1. Schedule your ESOL classes with an ESOL teacher who utilizes the ESOL Curriculum Standards. (Word Format)
    2. Enroll students in an age-appropriate grade level and ESOL.
    3. Assign an English-speaking classmate to help the ELL become socially connected in the classroom/school.

     If you have other ESOL students who speak the same language, use them to help with translations and explain school policies. If possible, determine if the ESOL student is literate in the home language. If so, check with your content subject textbook publishers for copies of the textbook being used in the home language. Most publishers now produce Spanish versions of most English language textbooks.

  9.  May an ESOL student receive special education?

     Yes. See section "ESOL Teacher's Guide: Special Education".

  10.  If students sound fluent in English, why would we screen them for ESOL?

     Conversational proficiency is the ability to use language in face-to-face everyday situations. In these situations the context is salient and the language demands are reduced. Academic English is in a context-reduced environment and the language demands are high. Classroom contacts also require stronger literacy skills and the ability to guess at meaning since both lecture and reading/writing situations reduce opportunities for feedback to check comprehension. As we all know with native English speakers, oral language skills are not always a predictor for literacy skills.

  11.  Should ESOL students be included in standardized tests?

     Yes, if appropriate. See the Guidelines of ELL Participation in Assessments. Also read the pertinent sections of the examiners' manual that refer to LEP students.

  12. Don't younger children learn a second language faster than older ones?

     No. Although younger students appear to have faster gains in fluency, learning a second language is equally difficult at any age. This does not contradict the research pointing to a critical period for initial (any) language exposure in very young children. The apparent gains in younger students reflect less fossilization in muscle movement affecting pronunciation, new information is normally more concrete than abstract and the vocabulary and structural requirements are not as extensive for younger children in any language.

  13. Do all children learn a second language the same way?

     Yes. Although patterns of language use may vary amongst cultures, the stages of how English is acquired do not vary. There is a natural order of English language acquisition with more salient features such as the progressive "-ing" suffix learned prior to the subtle "-ed" suffix for simple past. There are of course as many variables to learning language as there are to learning anything. These variables are individualistic not cultural. When viewing an ESOL student's learning strategies keep in mind the factor of the child's history. The amount and quality of formal schooling a child has received both in the United States and in their home country has a great impact. Literacy skills are transferable no matter what alphabet is used in the first language. The student's first language or home culture should not be viewed as being a hindrance to learning any subject including ESOL.

Sources:

 1TESOL "1998 Training Others to Use the ESL Standards", Alexandria (VA); TESOL Larsen-Freeman, Diane (2000).

2"Techniques and Principles in Language Teaching New York", Oxford University Press.

       

Immigrants: Myths and Reality

 

THE IMMIGRANTS: MYTHS AND REALITY

To hear many anti-immigration groups tell it, people who move to the United States from abroad these days are a pretty sorry lot. Immigrants, these groups say, come here to suck up free social services, not to better themselves. If they do work, they steal jobs from Americans and increase unemployment. They bring all kinds of diseases with them, and once here they despoil the environment for native-born Americans. To many people, these kinds of statements have the ring of truth. But studies from an array of groups--from the conservative Cato Institute to the liberal National Immigration Forum to the nonpartisan National Academy of Sciences--give the lie to these unfounded allegations. Here is the truth about some of these myths: 

MYTH: Immigrants use more government services than they pay for with their taxes.

REALITY: Actually, the National Academy of Sciences found that the average immigrant annually contributes $1,800 more in taxes than he or she receives in benefits. Over their lifetimes, immigrants and their children will each pay an average $80,000 more in taxes than they will receive in local, state and federal benefits combined. Because states provide most services used by immigrants, they can be net financial losers, while the federal government is typically a net gainer.


MYTH: Immigrants increase unemployment and reduce wages.

REALITY: In line with a number of other studies, the Cato Institute found that immigrants do not increase joblessness, even among the lowest-paid workers. The institute studied the relationship of unemployment and immigration between 1900 and 1989 and found "no statistically reliable correlation" between the two. Other studies have found that immigration either has no effect on wage levels or, at worst, a very slight effect on a very small number of the lowest paid jobs in high-immigrant areas. There is a consensus among business leaders that immigration is vital to maintaining economic growth. Federal Reserve Chairman Alan Greenspan said recently that immigration is critical to mitigating "inflation pressures".

MYTH: Immigrants bring disease.

REALITY: Even though most immigrants come from countries poorer than the United States, recent immigrants are healthier than the U.S.-born population in virtually every particular. The Cato Institute also found that general health indicators like birth weight and infant mortality are better among babies to immigrants than to U.S.-born mothers.

MYTH: Immigrants degrade the environment.

REALITY: Since 1965, when the current high levels of immigration began, there is no evidence that the environment has worsened overall. In fact, many environmental indicators like air and water quality have generally improved. The Cato Institute, citing the data's complexity, reported that it could not "prove a causal connection" between environmental problems and the number of immigrants entering the United States.

 

Used with permission of Southern Poverty Law Center, PO Box 548, Montgomery, AL 36104-0548.

       
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