Introduction
According to researchers English learner population has grown in recent years. Generally ten percent of student population in America is English language learners. Due to this reason America’s educational system has been obliged to encounter the challenges of providing an equal educational chance to the native speakers’ students.
An ELL or rather English Language learners is a program that helps students who are not English speakers to learn English as a second language. This is done so as to assist them I their education system and also help them interact freely with other students. Many schools welcome English language learners students argue that they all have a right to quality education. Students from a diverse linguistic and cultural working-class background have many problems in learning a second language.
According to researchers, their instructors have the assumption that the students in need of a second language are from challenged families that have poor public and academic resources (para.1). The improvement of second language learning by students can be achieved by instructors learning to understand different social cultural backgrounds from which students come from.
Interactions between Ells Families and schools
Proficiency in both minor and main languages is a popular decree for any language attainment conjecture, and for this reason English language attainment has become a necessity in the curriculum of academic development. It success is dependent on the ability of learners to adapt and understand the appropriate use of vocabulary and the patterns of words. Understanding human communication both primary and secondary languages is one of the major considerations in the development of educational methodologies (Gennesse, 2005 p. 363-385).
By incorporating other cultures of native speakers’ languages in the teaching process helps the students’ body to share their different cultures which will help the native speakers build their confidence; hence making it easier for them to learn other languages. This could also be achieved by introduction of multicultural practices in the learning environment. The students feel each other connection if their interactions are made easier (Catherine R. 2005. p. 407-430).
Understanding different families and culture by teachers is also another key component in the success of English language learners. In order to effectively teach instructor should understand family values of different communities (Stephanie, L. 1999. p.387-405). They should be aware of the student’s origin, their customs, family relationships and their home environment in general. This will help the instructor to know who they are dealing with and how to handle them.
The success of student can also be determined by the understanding of how to use bilingualism in classroom. Language learners should be provided with opportunities to use both first and second languages to write and read meaningful contexts. This also helps to build their confidence (Okhee, L. 1987 p. 431-440).
Conclusion
In conclusion English language learner can be proficient in English speaking and writing with the help of their instructor and their interest to learn and understand the language. Student interactions is a key component to learning of ELLs this is because confidence is built if the is good relations between the students; thus making it easier for foreign students to learn English or any other language. English language learners can achieve their education in English so long as they are provided with an appropriate environment to learn.
Reference list
Genesee, F. 2005. English language learners in US schools: An overview of research findings. JESPAR. California. P. 363 – 385.
Stephanie, L. 1999. Professional Development for Teachers of Diverse Students: A Summary of the Research. Cambridge University Press. California. P. 387 – 405.
Catherine R. 2005. From Pipelines to Partnerships: A Synthesis of Research On How Diverse Families, Schools, and Communities Support Children’s Pathways Through School. Oxford. New York. P. 407 – 430.
Okhee, L. 1987. Science Education and Student Diversity: Synthesis and Research Agenda. JESPAR. California. P. 431-440.