Activity 2 Issues in U.S.

Language Policy
In this article, the opinions and movements against bilingual education were very strong. The first sentence was end bilingual education in California by 1988 To have this come true, there needed to be a strong foundation for why this needed to be done and how it was going to get done. This article talks about the process of how bilingual education was going to come to an end, mainly through registered votes. The campaign was led by Ron Unz, who was once a governor. For every action there is a reaction, by taking bilingual education out of the school systems, students would not be given instruction in their primary language, and the support and guidance would be dropped for those students. Ron Unz view is that those who come to California and do not know English are a burden to those around them. If they are not here to work then why are they here? That is just one of his views. The campaign was going to do everything it could to minimize the use of any other language except for English. By not breaking the law the bare minimum was going to be done to help those who needed extra help in English. By passing this campaign, I only see the hardship that will come for many students. California is close to the border and many people are going to come over as immigrants. By giving services and support one could earn an education and then make a living for themselves. To the other students around them, they too could benefit, by helping other students, learning their own language better and even learn a new one. By providing sheltered English, that helps those who need to adapt to the English language and creates a way for the transitions to be made. The students could teach their families and from their English could be passed. The school is a

hot spot for leaning and to give anything but the very best is a waste of time in an educational system.

Activity 3
Radio Program #1 1.) During the movement of the Civil Rights Movement there was a rise in bilingual education. In the United States this is not a new concept for our educational systems.

2.) The Unz Initiative was a statewide campaign against bilingual education. With this, he wrote ballot initiative and was able to gain over 7,000 signatures. This ballot caused a lot of uproar around the country. It made people choose a side of what they stood for and where the future of the educational system could potentially go. 3.) The United States was at war with Germany in the 1960s. One of the main concerns was the number of German speaking immigrants in the United States. If one was not speaking English how could they be loyal to the country that they were living in? That was a rising question many were wondering. Students began to demand for equal rights surrounding bilingual students. 4.) Bilingual students were fully submerged in fluent English speaking classes that had the same expectations on them like any other student in the class. A law suit was created to provide a program for bilingual students. Schools quickly adapted to bilingual education, but had difficult of how to present the information being taught. 5.) Outside influences were becoming angry with the results of the bilingual programs. Those who were bilingual were not scoring well on math or English tests. This was a result from the program. Californians were seeing this as failure. The number of immigrants and number of resources were not balanced. The number of immigrants was far greater than what could be supplied.

Radio Program #2 1.) There are two different styles. Fast track is all about how fast they can teach children to read and write. There is extra attention for these students to learn the information. Slow

track is used for students to get at a mastery level of their L1, and then they can learn English. This style of teaching is more of a progression. Both of these tracks are good, but it ultimately depends on the learning ability, and the support inside and outside of the classroom.

2.) Some of the arguments for L1 literacy are for students to be fluent and master their L1 language. Here they will be fluent and can take advantage of using their native language. Being fluent in one language will work in their favor to help them transition to English.

3.) Sheltered English can also be known as bridge classes. The language is very adaptive. Students are covering the same content as those who are mainstreamed. This is done to help reach proficiency levels. 4.) Parents are unhappy if the teachers themselves cannot speak fluent English, and yet are teaching their children. One parent stated that his daughter could not learn English if she was only in the program for half a day. Being labeled as bad might not be the correct terminology but this process of learning is opening eyes as parents. Radio Program # 3 1.) The BE program at Coral Way Elementary school was very successful. Two young students raised the American flag every morning. Forty percent of the students who attend the school are not English Native students. The main objective of program is to have students master both Spanish and English. Every class is taught to them in both languages. Coral Way Elementary produces very good test results, which shows what they are doing in the program is effective. 2.) I think the program is so successful because there is an equal balance between the languages. There are standards and expectations for the students to reach for. The school itself provides many resources, which includes the staff. Being able speak and provide in both language as a staff will help the school as a whole. 3.) One of the main reasons parents is sending their children to this school, to help their child learn more than one language. That is a very good skill to have in all areas of life. It is a tool that can help in the future. The school is a very welcoming place, so parents are confident sending their child to a place where they and the whole family are welcomed. Whether they are from a family with a low income or a high one. Lastly students share a common bond, with learning different languages, but sharing

English this gives them a reason to have a friendship with one another and their teachers. Radio Program #4 1.) In Calexico, 90% of the population speaks Spanish, when graduation time comes they know two languages. Three quarters of their students go on to college; they have a very low dropout rate. Since 1968 this program has been around and has showed throughout the years that they have an extremely effective program and success rate. 2.) Success of this program is clearly shown through the fact that in first grade nearly 80 Percent of students are speaking Spanish and 20 percent English. By fourth grade these numbers begin to reverse. When the students reach high school, they are all in mainstreamed classes. The program has been refined over the years. An additional reason for success is that students are learning at such a young age that they are able to retain more information.

3.) Some of the problems are that some teachers are teaching at a pace that is too fast for their students. Some programs and schools have so many NNS and over 50 different languages that could be taught. Some programs have the students change languages as well. This is hindering the learning process. The students are just recognizing and getting familiar with one language and then new rules and sounds are being applied.

4.) BE seems to move at a fast pace. Students have to learn a language in one year, for some students it may take longer. This process begins as soon as they start school. What is beneficial is to teach in English, but refer to Spanish and use it as a tool, so that the information is being process in both languages. It is all about keeping a balance for these students. Radio Program #5 1.) Academic language is a point of recognizing what is a critical element to the lesson and knowing the terminology in a unit. This is done through different levels. Language can be simple or complicated. It is important to teach this language to build the lesson.

2.) Some other problems that schools might face are how to provide special education for those who need it. This at times takes extra rooms, or bringing in people to provide accommodations. This could hinder test taking and learning if this cannot be provided for.

Activity 4
1.) What is this literacy section about? This section was about Arabic literature. What the man was saying did not make much sense to me. I had a very hard time trying to make out any words and did not recognize any of the sounds or annunciation that he was making. 2.) What did you learn from reading the text? That was even worse than trying to listen to the man speak. I did not now one single word on the page. It all looked the same to me. 3.) What is this historical text about? I could not follow anything that she was saying. Perhaps if she used hand motions or facial expression I might be able to interpret something. I was hearing sounds that I did not know the human could produce. Her speech was at a different pace than what Americans speak. 4.) What did you learn from the text? The writing was in character form, if it were pictures that I recognized I might have been able to make something out. It amazes me that, a picture that I draw of a sun could be completely different than what she would have drawn. 5.) What is this psychology lecture about? List any words that are familiar. I am not quite sure. She was talking very fast. The only word I recognized was amino, which means friend. 6.) List any ideas that you comprehend from this lecture or any cognates. I really could not figure any out. I have never taken Spanish or emerged myself in that environment. I know very little of this language. 7.) What is this instructor trying to teach you? What does he want you to do? I think I heard something about a switch leap. That is very common in gymnastics it can be done of the floor exercises or the balance beam.

8.) Now do you know what to do? Why? I still could not understand one word that he said, but I know for sure that he wanted me to do a forward roll, because of the demonstration and him freezing at critical elements. 9.) How did you feel when you could not understand the spoken lecture, the written, text or instructions without demonstration? I was very confused and was frustrated that I could not pick up on anything that was being said. I was trying to take anything I heard and translate it into English. It did not work at all. Like I said before, I was hearing sound and syllables that I didnt think existed. Also one thing that I noticed in American society is that we have a tendency to use our hands more when we speak and show lots of emotion. In all of the speakers not one raised a hand or showed character to what they were talking about. 10.)What should you keep in mind when preparing lessons in your content area for all students, including those who are ESL?LEP? To speak slowly and clearly for all to hear. To point and be specific about a certain topic. For those who are ESL/LEP provide a hand out before class to let them study to know the information prior to the lesson. If at all possible to make a word wall in their language so that they have a reference to look at when I am speaking .Lastly to be available for extra help and to be willing to be a resource to those who need help understanding what is being said.

Activity 5
1.) Based on the responses of the students above, name at least 5 difficulties

that ESL/LEP students encounter when placed in a content class.

The pace at which others speak, there is too much commotion and these students cannot understand what is being said. Understanding the meaning of the word, these students can hear the sound and the person perfectly okay, but they do not know the meaning for the words being spoken. The use of slang words and how fast people use them. Using words with no explanation and assuming everyone knows what or who something is. Ex.) Jefferson. Understanding the language and knowing what is important in the sentence structure.

2.) Where should ESL/LEP students be placed or seated in a class? Why?

It would be helpful for these students to sit up close near the teacher, to be able to minimize distractions and to follow conversations between the class and teacher. To also to be able to see the mouth of the teacher and read their lips to see what is being said.

3.) Do these students want to interact during the class? What might prevent

them from trying to interact? Should this have any impact on how you structure your lesson activities? If so, explain how. If not, why not? Yes, these students would like to be engaged in these conversations, even though they may be having trouble understanding the rate at which people are speaking. In class these students usually remain quiet, even though they would love to talk to their teacher and classmates. I think the class should be structured to allow for these students to speak and for other to help out if needed. We can learn from ESL students while they can learn from us. At the end of the class perhaps, a few minutes were given to these students to express their thoughts and opinions about the subject and then others can add in. There are different ways to approach the situation and not trying or ignoring the problem is not one of them.
4.) Which skills do these students find more difficult? Explain why. Which skills

are easier for them? Why? How might you consider this information when planning activities that will include ESL/LEP students?
Writing can be very difficult for ESL students, while reading and listening can be easier. It all takes time, for reading, a person can reread over and over, in writing there can be a time crunch and has to be done more quickly. Listening can be hard as well; this is due to trying to make sense of what is being said. Hearing the sound is not the difficult part, its the comprehending aspect. For another student, reading and speaking were easier. Once again for another student, reading and listening are easier. With speaking and writing there is more thinking involved to convert one language to another. Over all I think depending on the person, there are going to be differences in what is easier and what is harder. When planning activities that include ESL students, I can make visual aids that have key words in their language under the English. This could help them recognize the English word to their language. I can also Have ESL students pair up with another student, in case they need clarification on any instructions.

5.) What do these students do when they do not understand what is happening

in class? List 3 strategies they use. Why do they use certain strategies and not others? Discuss the cultural phenomenon that is problematic in this situation.
Try to find the meaning of words outside of class. Talk to the professor after class. Some students are allowed in the middle of class to stop the professor and ask what does this mean? What are you saying? Some of these students dont use certain strategies, because it can be embarrassing and due to culture and how the class runs, one student does not want to stop the professor in the middle of teaching. These students still carry the custom of their country, even if they are in a different country with different rules. The most popular strategy is talking to the professor after class. 6.) list at least 6-7 things you as the teacher can do to help these students -

toward better comprehension in class. Speak slowly Speak correctly and clearly Speak loudly After class to provide resources or books about the content so that more learning can be done outside of the class. Write the technical words out on the board. Provide the handouts to ESL students before class, so that they can get an understanding of what is going to be taught and study the hand out.

Activity 6
Define LEP: is a person or family that is limited English proficient. These groups of people do not score in the same percentile as their peers in the same grade. For some students, they speak another language at home and therefore have a mother language that is more dominant. In different areas of English such as reading, writing, grammar, annunciation, comprehension, their ability causes them to have difficulty in a general education classroom.

I personally do not know anyone who is an LEP student. I have worked in a school though, where the children and many of the teachers use English as a second language. It was very interesting to be submerged in that environment. Many of the times I could understand their English, and within a second, they would switch to their dominant language and then go back to English. At school they emphasized on learning English, but in some situations and due to their culture it was necessary for them to use their dominant language.

I myself am not and LEP student. I could have easily been. Being born in India and coming over here at the age of two, I started to learn my native language, then got thrown into English, so it took me a while to re learn sound. By the age of three, I had 100% picked up on English and that became my dominant language.

Name nine of the top twenty LEP groups before you look at the list Spanish, Chinese, French, German, Italian, Arabic, Polish, and Korean

List the top 20 LEP groups. Spanish, Chinese, German, Tagalog, Vietnamese, Italian, Korean, Russian, Polish, Arabic, Japanese, Portuguese, French Creole, Greek, Hindi, Persian, Urdu, Gujarathi, and Armenian