Complete Schedule
Presentation Type
Open Access Breakout Session
Keywords
English language--Study and teaching--Foreign speakers; Foreign students--Services for--United States;
Abstract
Multicultural K-12 education in the U.S. is facing more cultural competence challenges. Even though, in the last decade, there is an increase of bicultural programs in public schools, a population of students coming from immigrated families are invisible to such programs: English Language Learners from locally Underrepresented Languages (ELL-UL). These students cannot be part of bilingual programs because there are not funds allocated for hiring bilingual teachers to cover a small number of students. Research shows that ELL students have either a high dropout rate or unsuccessful academic performance: ELL-ULs are the underserved part of this population of students. This paper first describes the special situation the ELL-UL students in the U.S. public education: low self-esteem, stressed cultural pride, unhealthy affective commitment, etc. Secondly, I propose solutions to create a healthy transition to American language and culture that can improve their academic achievement.
Start Date
7-11-2017 1:10 PM
End Date
7-11-2017 2:10 PM
Copyright
©2017 Milan M'Enesti
Language
en
File Format
application/pdf
Embargo Period
10-1-2017
Recommended Citation
M'Enesti, Milan, "3S2. Filling the Gap for English Language Learning from Underrepresented Language Students (ELL-UL)" (2017). Education Summit. 15.
https://scholarworks.uni.edu/edsummit/2017/all/15
3S2. Filling the Gap for English Language Learning from Underrepresented Language Students (ELL-UL)
Multicultural K-12 education in the U.S. is facing more cultural competence challenges. Even though, in the last decade, there is an increase of bicultural programs in public schools, a population of students coming from immigrated families are invisible to such programs: English Language Learners from locally Underrepresented Languages (ELL-UL). These students cannot be part of bilingual programs because there are not funds allocated for hiring bilingual teachers to cover a small number of students. Research shows that ELL students have either a high dropout rate or unsuccessful academic performance: ELL-ULs are the underserved part of this population of students. This paper first describes the special situation the ELL-UL students in the U.S. public education: low self-esteem, stressed cultural pride, unhealthy affective commitment, etc. Secondly, I propose solutions to create a healthy transition to American language and culture that can improve their academic achievement.
Comments
Speaker: Milan M’Enesti, Doctoral Candidate, University of Oregon
Type: Paper
Strand: Social-Emotional Learning
Location: Elm Room, Maucker Union, University of Northern Iowa