Enhancing English Skills of the ESL & Bilingual Education Students

By

ACKNOWLEDGEMENT

I would like to thank my supervisor for supporting me throughout my project and giving his valuable suggestions. Finally thanks to all my friends and family for their utmost support and inspiration.

DECLARATION

I, (Your name), would like to declare that all contents included in this dissertation stand for my individual work without any aid, & this dissertation has not been submitted for any examination at academic as well as professional level previously. It also represents my own views & not essentially the ones associated with university.

Signed __________________ Date _________________

TABLE OF CONTENTS

ACKNOWLEDGEMENTii

DECLARATIONiii

BACKGROUND OF THE RESEARCH STUDY1

DESCRIPTION OF THE PROBLEM4

DESCRIPTION OF THE PROBLEM SETTING6

Self Contained Bilingual Classes7

Transitional Early Exit Program7

Push-in ESL8

AIMS AND OBJECTIVES IN THE RESEARCH STUDY8

REFERENCES10

BACKGROUND OF THE RESEARCH STUDY

For the past centuries, the schools of the United States have been experiencing a large increase in student's numbers that are not proficient enough in speaking English language. This reason has made these students to attain low level of grades in their academic sessions throughout the year. It has been observed that the students taking the courses of the English Language Learners (ELLS) are getting poor grades while performing poorly in their class tests throughout the whole academic session. The dropout rates of such students taking the proficiency courses of English have also been observed to be extremely high as compare to the native English speaking children. The National Clearinghouse for English Language Acquisition (2007) has reported that more than five million students taking the ELL courses have been enrolled in the schools of the United States. The number of the students taking ELL courses has been increasing day by day while the raw number of students taking the ELL courses has also been jumped to 57% in the past ten years (Alexander, 1999).

The data has been collected from different census of the United States. The observation indicates that the students taking the ELL courses are usually those whose parents have not attained high levels of education. The parents of the students taking ELL courses in the elementary schools have not completed their high school education even while half of them have not attained education more than ninth grade. The students taking the English Language Learning courses, their proportions are 2% and 11% respectively. Similarly, the high school students taking the ELL courses, 35% of the student's parents have not even completed their high school that is relatively a high percentage against 9% for the parent of the native English speaking students. These observations of the school performance shows that the students taking the ELLs are not performing up to the mark as compare to the native English speaking students. The test score of the students taking the ELL courses have been largely low as compare to the native English speakers. The data that has been collected on the performance of the students in the eighth grade and fourth grade level through the National Assessment of Educational Progress shows different statistics about the ...