Click me
Transcribed

In plain English: English language learning in the U.S.

In Plain English ENGLISH LANGUAGE LEARNING IN THE U.S. The number of U.S. students with limited English proficiency has grown. = 100,000 1.25 million in 1979 2.44 million in 1995 4.1 million in 2000 The percentage of public school students in the U.S. who were English language learners. = 1 million 2003 to 2004 2013 to 2014 school year 8.8% 9.3% or roughly or roughly 4.2 million students 4.5 million students ELL LEP English-language learners Limited-English proficiency ES Spanish Spoken by 71% is the most common first or home language. of ELL students Chinese CN is the second most common language spoken in ELL students' homes. Spoken by Followed by: 4% 3% 2% of ELL students Vietnamese French/Haitian Creole Definitions of bilingual, ESL, and immersion vary greatly from state to state and district to district. Most existing programs for teaching non-English speaking students can be clustered into five broad categories. English as a second language (ESL) Sheltered instruction/ EN structured immersion • Specified periods of instruction aim to develop students' English-language skills, with a focus on communication, grammar, and vocabulary. • Students, often from multiple language backgrounds, are clustered by English proficiency levels. • Instructions are in English that is modified so the subject matter is easier • Students may be from the same or different language backgrounds. to understand for students with limited vocabularies. • Academic content is addressed in mainstream classes. • Typically, there is little to no native-language support from a paraprofessional. • Sometimes native-language support from a multilingual paraprofessional is provided. ES FR CN EN Transitional/early-exit bilingual education Maintenance/late-exit ) bilingual education Students are instructed in their native Students are instructed in their native language and gradually transition to English-language support. language and gradually transition to English-language support. • The goal is to develop academic proficiency in both English and the native language, with some native language instruction maintained for an extended period (sometimes seven or more years). The goal is to shift to English as quickly as possibly (usually between two and four years). Two-way bilingual education/dual-language immersion Roughly half of the students are native English speakers. • The goal is to help students develop academic proficiency in both languages. The other half are English-language learners who speak the same native language. • This option is often offered at magnet schools. • Both groups receive instruction in both languages. Several factors influence the type of program or programs schools offer, including: AMA School demographics Student characteristics Available resources Type Age Ability to find qualified personnel Number Academic background Availability of classroom space Concentration of ELL students English-proficiency level TRICKY ELEMENTS OF English Pronunciation Vowels The English language has 44 sounds 20 of those are vowel sounds for the vowels Vowels can be pronounced several ways. Take for instance, the letter "a" Apple All While some students' first language may pronounce a certain vowel one way, English language teachers cannot teach one sound for each vowel. Father Dipthongs au aw Two vowel sounds that glide together and act as one long vowel, which takes up only one syllable together. ew oy This does not happen in some languages. oi OW ou It is uncommon to have as many dipthongs as there are in the English language. Consonants There are generally six types of consonants. Plosives Affricates Semi-vowels Liquids and laterals Nasals Fricatives There are three main points of articulation where we make these sounds. At the front of the mouth, using lips and/or teeth, and/or tongue In the back of the mouth near the throat K TH NG H. Behind the teeth with the tip of the tongue against the ridge behind the teeth and further back against the palate SH Native Asian students can struggle with т L and R sounds. Some students confuse V and W sounds. Some students may have significant differences TH between the various R sounds in their first language compared to English. AMA Many students are unfamiliar with the TH sound and often replace it with a T or D sound. Voicing Some sounds are made using our voices, while others are not. Vowels are always voiced. Not all consonants are voiced. Voiceless or unvoiced sounds include: K Н TH SH CH Meaning they involve the voice box Consonants are affected by the sounds around them, so some students struggle to pronounce an unvoiced consonant next to a voiced consonant or one surrounded by vowels. Aspiration Sounds between words When the final consonant of one word is unreleased, it reappears at the start of the next word if that word starts with a vowel. CH matter of = matte rof Some consonants are aspirated, meaning there is a little puff of air after the sound. an apple = a napple If some sounds are not aspirated, they may sound different. For native English speakers, words easily run into one another. Some students may make a B sound instead of a P sound Students often struggle to form these continuous streams. if they do not aspirate. Syllable stress Sentence stress In some languages, syllable stress is relatively irrelevant to the meaning of a word. THIS IS A SENTENCE English is a stress-timed language. The number of important words in a sentence determines how long it takes to say the sentence, rather than the number of words. address address Many other languages are syllable-timed. In English, changing the stress can change the meaning of a word. Students often struggle with stress placement. Intonation English has a musical intonation because it typically goes higher and lower than other languages. Students with a good level of English pronunciation often still struggle with intonation. The English language is far from simple. For English language learners, there are a number of challenges that differ from their native languages. Quill.om Sources: colorincolorado.org nces.ed.gov fluentu.com A small part of your job is 100% of ours. 00

In plain English: English language learning in the U.S.

shared by Ghergich on Nov 16
67 views
1 shares
0 comments
As of the 2012 to 2013 school year, almost 10% percent of all public school students in the U.S. were English language learners. Check out the infographic below to learn more about the tricky element...

Publisher

Quill

Category

Education
Did you work on this visual? Claim credit!

Get a Quote

Embed Code

For hosted site:

Click the code to copy

For wordpress.com:

Click the code to copy
Customize size