diversity in US1 Diversity in America TESOL CH 1 & CH 4 Dr. Schneider TESOL CH 1 & CH 4 Dr. Schneider

diversity in US2 OUTLINE Shifts in student populations Language distributions At-risk populations Ideas for teachers to nurture, celebrate and challenge ELLs Ideas for schools to enhance ELLs’ success in academics ELL characteristics Shifts in student populations Language distributions At-risk populations Ideas for teachers to nurture, celebrate and challenge ELLs Ideas for schools to enhance ELLs’ success in academics ELL characteristics

diversity in US3 Shifts in student populations Based on results: Enrollment of ELLs in K-12 nationwide: over 5 million Equals 10% of entire student population K-12 Almost 70% increase since Equals a growing rate of ELLs of over 9 percent each year 25 states reported an ELL increase of 50% or more between 2004 and 1997 Based on results: Enrollment of ELLs in K-12 nationwide: over 5 million Equals 10% of entire student population K-12 Almost 70% increase since Equals a growing rate of ELLs of over 9 percent each year 25 states reported an ELL increase of 50% or more between 2004 and 1997

diversity in US4 Shifts in student populations Greatest increases in the following states: –NC (84%) –SC (128%) –Georgia (210%) –Wisconsin (75%) States with largest ELL enrollments that contribute to about 75% of nationwide enrollments of ELLs: –California –Texas –Florida –New York Greatest increases in the following states: –NC (84%) –SC (128%) –Georgia (210%) –Wisconsin (75%) States with largest ELL enrollments that contribute to about 75% of nationwide enrollments of ELLs: –California –Texas –Florida –New York

diversity in US5 Language distribution According to data: Of all enrolled ELLs Spanish spoken by 76% Vietnamese spoken by 2.4% Hmong spoken by 1.8% Korean spoken by 1.2% Arabic spoken by 1.2% Haitian Creole spoken by 1.1% Chinese (mandarin & other): 1% Russian spoken by 0.9% Navajo : 0.9& According to data: Of all enrolled ELLs Spanish spoken by 76% Vietnamese spoken by 2.4% Hmong spoken by 1.8% Korean spoken by 1.2% Arabic spoken by 1.2% Haitian Creole spoken by 1.1% Chinese (mandarin & other): 1% Russian spoken by 0.9% Navajo : 0.9&

diversity in US6 At-risk populations ELLs are at-risk for failing in the school system for various reasons: –New culture and new language and now content instruction –Lack of prior schooling in L1 culture –Lack of parent involvement in education –Ethnic peer group pressure ELLs are at-risk for failing in the school system for various reasons: –New culture and new language and now content instruction –Lack of prior schooling in L1 culture –Lack of parent involvement in education –Ethnic peer group pressure

diversity in US7 At-risk populations SECONDARY ED: ELLs missed more than 2 years of schooling (Ruiz de Velasco & Fix, 2002): –In High school, 20% –In Middle School, 12% More than 33% of all year old Latino students are enrolled below grade level (Jamieson, Curry, Martinez, 2001) Immigrant and migrant children (in 2002: 829,00 nationwide) –50% complete high school (Ruiz de Velasco et al., 2000) SECONDARY ED: ELLs missed more than 2 years of schooling (Ruiz de Velasco & Fix, 2002): –In High school, 20% –In Middle School, 12% More than 33% of all year old Latino students are enrolled below grade level (Jamieson, Curry, Martinez, 2001) Immigrant and migrant children (in 2002: 829,00 nationwide) –50% complete high school (Ruiz de Velasco et al., 2000)

diversity in US8 Teacher Support for ELLs Study ELLs’ cultures Integrate cultural info related to ELLs into units of study Invite sharing life stories and speakers, story tellers from ELLs’ cultures Set up mentor pairs Recruit L1 speaking volunteers Engage High school ELLs to tutor ELEM ELLs Study ELLs’ cultures Integrate cultural info related to ELLs into units of study Invite sharing life stories and speakers, story tellers from ELLs’ cultures Set up mentor pairs Recruit L1 speaking volunteers Engage High school ELLs to tutor ELEM ELLs

diversity in US9 Teacher Support for ELLs Involve parents in school activities Engage ELLs in all activities Label classroom with visual images that support initial understanding of class routines Foster multi-cultural understanding of diversity within class (African Americans, Asian Americans, ELLs, white cultures) Involve parents in school activities Engage ELLs in all activities Label classroom with visual images that support initial understanding of class routines Foster multi-cultural understanding of diversity within class (African Americans, Asian Americans, ELLs, white cultures)

diversity in US10 School Support for ELLs High expectations for academic achievement ELL integration must be priority Outreach programs in parents’ home language Develop class schedules that include ELLs in mainstream classes Awareness programs to raise knowledge about multi-cultural education among staff (teachers, paraprofessionals, custodians) High expectations for academic achievement ELL integration must be priority Outreach programs in parents’ home language Develop class schedules that include ELLs in mainstream classes Awareness programs to raise knowledge about multi-cultural education among staff (teachers, paraprofessionals, custodians)

diversity in US11 School Support for ELLs Provide multi-lingual, dual language programs whenever possible Ensure adequate professional support for ELLs in academics to be able to meet high expectations Develop high parent involvement (alternate schedule of parent conferences etc) Provide multi-lingual, dual language programs whenever possible Ensure adequate professional support for ELLs in academics to be able to meet high expectations Develop high parent involvement (alternate schedule of parent conferences etc)

diversity in US12 ELL Characteristics Ways to analyze ELL characteristics –Time of entry to US of parents –Age at which integration into US culture and language began –Degree of formal schooling prior to entering US –Documented vs. undocumented immigrants –Reasons for immigrating (political or socio-economic refugee, education) –Value of education in L1 culture –Support from home environment for learning –Socio-economic family situations Ways to analyze ELL characteristics –Time of entry to US of parents –Age at which integration into US culture and language began –Degree of formal schooling prior to entering US –Documented vs. undocumented immigrants –Reasons for immigrating (political or socio-economic refugee, education) –Value of education in L1 culture –Support from home environment for learning –Socio-economic family situations

diversity in US13 ELL Characteristics (1) Grouping according to time of immigration First Generation Immigrants –Adult immigrant –Foreign born –L1 competency –Foreign educated –Sharp decrease in self-esteem in grade 8 leading to high drop-out rate –The higher ELLs self esteem the better the academic skills (1) Grouping according to time of immigration First Generation Immigrants –Adult immigrant –Foreign born –L1 competency –Foreign educated –Sharp decrease in self-esteem in grade 8 leading to high drop-out rate –The higher ELLs self esteem the better the academic skills

diversity in US14 ELL Characteristics Grouping according to time of immigration cont.: Generation 1.5 –Childhood immigrant –Foreign born –May be partially foreign educated and is partially US educated –L1 or L2 (English) competent Grouping according to time of immigration cont.: Generation 1.5 –Childhood immigrant –Foreign born –May be partially foreign educated and is partially US educated –L1 or L2 (English) competent

diversity in US15 ELL Characteristics Grouping according to time of immigration cont.: 2nd generation immigrant –Child of first generation immigrant but born in the US –US educated –Generally: English dominant only (unless L1 is kept up in home environment for reasons important to child) Grouping according to time of immigration cont.: 2nd generation immigrant –Child of first generation immigrant but born in the US –US educated –Generally: English dominant only (unless L1 is kept up in home environment for reasons important to child)

diversity in US16 ELL Characteristics Grouping according to time of immigration cont.: (4) Migrant Children –Child of first generation immigrant, possibly born in the US –Spending short periods of time in a variety of US schools –L1 culture and language essential –first exposure to academics in L2 culture and language –See p. 32 for characteristics collected in 1994 study by Martinez et al. Grouping according to time of immigration cont.: (4) Migrant Children –Child of first generation immigrant, possibly born in the US –Spending short periods of time in a variety of US schools –L1 culture and language essential –first exposure to academics in L2 culture and language –See p. 32 for characteristics collected in 1994 study by Martinez et al.

diversity in US17 ELL Characteristics Grouping according to degree of schooling: (Freeman & Freeman, 2004;Olson & Jaramillo, 2000) (1) LONG TERM ENGLISH LANGUAGE LEARNERS –Attended US schools for years, not necessarily still labeled ELL but still struggle with academics (-> 36% proficiency cut off!) Grouping according to degree of schooling: (Freeman & Freeman, 2004;Olson & Jaramillo, 2000) (1) LONG TERM ENGLISH LANGUAGE LEARNERS –Attended US schools for years, not necessarily still labeled ELL but still struggle with academics (-> 36% proficiency cut off!)

diversity in US18 ELL Characteristics Grouping according to degree of schooling: (2) RECENT ARRIVALS WITH LIMITED or INTERRUPTED SCHOOLING –Often at middle/high school level entering US schools with limited academic knowledge in L1 (3) RECENT ARRIVALS WITH ADEQUATE SCHOOLING –Lack social language and culture skills (BICS) but have academic background in L1 Grouping according to degree of schooling: (2) RECENT ARRIVALS WITH LIMITED or INTERRUPTED SCHOOLING –Often at middle/high school level entering US schools with limited academic knowledge in L1 (3) RECENT ARRIVALS WITH ADEQUATE SCHOOLING –Lack social language and culture skills (BICS) but have academic background in L1

diversity in US19 ELL Characteristics Grouping according to degree legal-illegal status: (Martin & Midgley, 2006) Front door immigrants = legal immigrants Side door immigrants = temporary migrants Back door immigrants = illegal immigrants Grouping according to degree legal-illegal status: (Martin & Midgley, 2006) Front door immigrants = legal immigrants Side door immigrants = temporary migrants Back door immigrants = illegal immigrants

diversity in US20 Essential facts about ELLs More than 2 million immigrants are school aged Teachers going out of their way to help ELLs succeed have tremendous impact on ELLs’ future ELLs come from 3 main regions: –South East Asia –Eastern Europe –Latin America More than 2 million immigrants are school aged Teachers going out of their way to help ELLs succeed have tremendous impact on ELLs’ future ELLs come from 3 main regions: –South East Asia –Eastern Europe –Latin America

diversity in US21 Essential facts about ELLs One of three foreign-born residents in the US are undocumented, illegal residents (Martin, 2006) of undocumented immigrants –56% are from Mexico –22% from other Latin American countries –75% of these illegal Latino immigrants have been in the US less than 10 years, –40% less than 5 years (Passel, 2006) One of three foreign-born residents in the US are undocumented, illegal residents (Martin, 2006) of undocumented immigrants –56% are from Mexico –22% from other Latin American countries –75% of these illegal Latino immigrants have been in the US less than 10 years, –40% less than 5 years (Passel, 2006)

diversity in US22 Essential facts about ELLs Immigration rate during most of last decade: about 1 million annually (U.S. Census Bureau, 2006). Nearly 60% of foreign-born population currently lives in CA, FL, NY, and TX (U.S. Census Bureau, 2006). Approximately 50% of immigrants in rural areas do not have high school degrees Immigration rate during most of last decade: about 1 million annually (U.S. Census Bureau, 2006). Nearly 60% of foreign-born population currently lives in CA, FL, NY, and TX (U.S. Census Bureau, 2006). Approximately 50% of immigrants in rural areas do not have high school degrees

diversity in US23 Essential facts about ELLs REFUGEES: people persecuted by their home country due to race, religion, nationality, membership to social or political groups Between , 1.5 million immigrants admitted to U.S. as refugees Cuba (1) and Vietnam (2) were followed by the Ukraine (3), Bosnia-Herze- govina (4), and Russia(5) (U.S. Census Bureau, 2006) REFUGEES: people persecuted by their home country due to race, religion, nationality, membership to social or political groups Between , 1.5 million immigrants admitted to U.S. as refugees Cuba (1) and Vietnam (2) were followed by the Ukraine (3), Bosnia-Herze- govina (4), and Russia(5) (U.S. Census Bureau, 2006)

diversity in US24 Essential facts about ELLs Largest group of legal immigrants enter US through family sponsorships Second largest group are those who are requested by employers (22%) Third largest group are asylees and refugees Fourth largest group immigrants entering through the lottery ( slots a year) Largest group of legal immigrants enter US through family sponsorships Second largest group are those who are requested by employers (22%) Third largest group are asylees and refugees Fourth largest group immigrants entering through the lottery ( slots a year)