ASSIGNMENT 4

Assignment 4

Assignment 4

Introduction

How do English Language Learners (ELLs) describe their experiences in high schools? What levels of English proficiency are brought from their home countries? How do acculturation dynamics impact language acquisition? These questions were central to the research conducted with a diverse population of secondary language learners. The study's purpose was to (1) identify the students' English proficiency levels, (2) examine factors which enhance or delay second language learners' acculturation and language acquisition processes, and (3) consider how the two processes might be interdependent.

Background

The population of ELLs nears two million in California schools. Under current State laws, every teacher has the responsibility of instructing language learners in mainstream classrooms. Proposition 227 in the 1990's practically dismantled bilingual programs and made allowances for one year of transition instruction for children learning English. Now both experienced and new teachers are assumed to be culturally and linguistically trained--capable of working effectively with language learners. Yet recent teacher credentialing legislation (SB 2042) requires no foreign language training for teacher candidates, plus expects language and culture content to be delivered in general education courses by all teachers, regardless of their area of expertise, language learning experience or training depth.

In this climate the typical English learner in California attends classes with mostly native English-speaking peers. It is no wonder that the achievement gap between them and other students continues to widen in spite of the fact that every teacher is supposed to be doing his or her part in the ELLs' language development (Freeman & Freeman, 2002). A recent comprehensive review of state instruction points out that there is little equity in the instructional services English learners are experiencing in schools across California. For example, Rumberger & Gandara (2004) document that ELLs are more likely than any other children to be taught by teachers who are not fully credentialed. Many teachers report not having sufficient training to work with English learners in their preliminary credentialing programs or in subsequent professional development. Another complaint surrounds the lack of appropriate materials and texts for students learning English (Fisher, 2001).

Because of the circumstances surrounding ELL education, it is of interest to take a close look at actual students to learn how they experience their own schooling. It is also important to examine students" English skill levels and the academic challenges they face as well as the context and significance of factors contributing to acculturation processes.

Theoretical Framework

Many factors govern learners' progress in second language and culture acquisition (SLA). Intrinsic factors uch as students' motivation, emerging linguistic and cultural identity, study strategies, tolerance for ambiguity, and sociocultural support or pressure are examples of factors determining the learners' success in mastering second language (for an extensive explanation of the SLA process, refer to Brown, 2000.) Immigrant students enter the public school system at different ages and under very different circumstances. Although the majority of English learners in California have Spanish-speaking backgrounds, other significant language groups exist also. The students' first language (LI) can contribute to the challenges encountered in mastering ...