Laura Kirkland LIBR 264 Summer 2012

Definition of ELL “ELL” – English Language Learners Individuals who do not speak English as their primary language Individuals who have a limited ability to read, speak, or understand English Also known as “LEP” or limited English proficiency which is the official US Federal Government name Typically think of Spanish students

Immigrant Statistics 11.2 million foreign-born immigrants entered U.S. from April 1, 2000 to June 30, in 8 U.S. residents is an immigrant Percentage of non-English speakers has expanded by 140%

How does this effect Tweens? Immigrant students entering public schools in record numbers Immigrants and language minority students are among the fastest growing population in U.S. public schools in all regions ¼ have limited English proficiency ELLs 1 in 9 students in 2008 By 2015 if immigration levels continue children of immigrants will constitute 30% of nation’s school population and 40% by 2030

How does this effect Tweens ? (continued) In terms of tweens there are 2 groups: The group that comes to school not proficient in English and still not proficient by tween years (65% born in U.S.) The group that comes to the U.S. as tweens Come from all regions of the world, but (in 2009) 75% Spanish speaking

Language Barriers Newly arriving tweens have limited time to learn English for school Linguists say it takes 5 to 7 years to become proficient in a second language Number of students lacking English proficiency has increased

Language Barriers (continued) Dropout rates higher if student does not master English If student masters English, possible role-reversal in family Parents also LEP and less educated

Cultural Barriers Culture shock Different behaviors, way to communicate, and expression of emotion Conceptions of life, schools, teachers Potential for misunderstandings increases

Social Barriers Class system Appearance Different points of view Gender Teased by fellow students because of differences

Poverty Poverty rate for immigrants is 17 percent 1 in 4 poor children lives in an immigrant family Parents work multiple jobs, shift work, low wage jobs with few benefits Parents do not have time to supervise children or assist with homework

How can we help Tweens? Provide a welcoming place for ELL tweens Make a special effort to include this group in outreach/advertising Have bilingual signage Self-selection important Provide a wide variety of materials Be open as many hours as possible Be familiar with English language programs in schools

Materials for ELL Tweens Books – In home language, Hi-Lo books Audiobooks – Hear pronunciation of words while following along

Materials for ELL Tweens Magazines – Good resources for clipping and speaking activities Games – Help students with verbal and written language

Resources Educating English Learners for a Transformed World by Virginia P. Collier and Wayne P. Thomas - Teachers of English to Speakers of Other Languages (TESOL) List of national associations and organizations for ESL ESL website for kids with games, flashcards, songs, etc. Also provides links for teachers and parents of ESL students.

References Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico/Fuente Press. Cruz, J. Q. (2007, March). Video Games and the ESL Classroom. The Internet TESL Journal. Retrieved from Foreign Born - People and Households - U.S. Census. (n.d.). U.S. Department of Commerce: United States Census Bureau. Retrieved from Miller, P., & Endo, H. (2004). Understanding and meeting the needs of esl students. Phi Delta Kappan, 85(10), 786. Morse, A. (2005, March). A Look at Immigrant Youth: Prospects and Promising Practices. National Conference of State Legislatures. Retrieved from at-immigrant-youth-prospects-and-promisin.aspxhttp:// at-immigrant-youth-prospects-and-promisin.aspx Oppedal, B., Røysamb, E., & Heyerdahl, S. (2005). Ethnic group, acculturation, and psychiatric problems in young immigrants. Journal Of Child Psychology & Psychiatry, 46(6), doi: /j x Townsend, D. (2009). Building academic vocabulary in after-school settings: Games for growth with middle school english-language learners. Journal of Adolescent & Adult Literacy, 53(3), 242.