State English Language Development Policy Analysis-Atef Ananzeh.docx - “State English Language Development Policy Analysis” In this research I would

State English Language Development Policy Analysis-Atef Ananzeh.docx

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“State English Language Development Policy Analysis” In this research I would like to discuss the questions in this assignment and talking about some facts about “California”. I have chosen this state because it has the most English language learners and the number of these ESLs are increasing every year if we compare this state with other states in population. So, in this research I have included a lot of information. And references about this state after reading about all aspects which are needed in this assignment. As it is shown in numbers. California has 6,200,000 students and 295,000 teachers and 10,000 schools. In 2012 there were around 1,521,000 ELLs the other states don’t have this amount of ELLs and that number of students nor teachers, while I read about California department of education I found that there are many programs and services to help students who don’t speak, read, write or understand English well as a result of English not being their home language .The overall goal of the various programs is to improve the English language skills of English learner students, immigrant student, migrant students and provide information to their parents about service available. The California department of education helps to support English learner programs in California, too and if we have a look to different states we found some common languages spoken by ELLs in each of them and what is surprised me in this reading the number of students in each state and those languages which are spoken by these ELLs. This topic is really fantastic and later I’ll state the numbers and the languages which are spoken in each state if I had (a chance to be a consulate). A growing number of elementary and secondary schools in the United States are charged with the education of students from linguistically and culturally diverse backgrounds, many of whom speak no or limited English; these students are referred to as ESOL students in the remainder of this section. The number of ESOL students grew by more than 65% between 1993 and 2004, but the total K–12 population in the U.S. grew by less than 7% (National Clearinghouse for English Language Acquisition, 2006). ESOL students come from diverse linguistic, cultural, and geographic regions (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005).When talking about Hispanic for example, we found that Spanish is the native language of approximately 76 percent of ELLS. The next highest language group is Vietnamese spoken by 2.4 percent, followed by Hmong 1.8 percent each. ( NCEL A 2002 ) ,but what I’m wondering about when talking about other languages which ELLS speak in the United States I found a lot of languages and when we talk about each group of students who came from a different culture we feel as we standing in a boat in the ocean which suddenly
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face a huge glacier . And these different languages and identities need a lot of programs and to cope with these numbers of immigrants and experienced educators and professionals for these huge numbers of immigrants and how these ELLS will get their education in the new culture. As we read in myths and realities
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  • Summer '18
  • Muarry Williams

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