Diversity in America

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Diversity in America

Diversity in America

TESOL CH 1 & CH 4Dr. Schneider

TESOL CH 1 & CH 4Dr. Schneider


OUTLINEOUTLINE

• 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


Shifts in student populations


• Based on 2003-2004 results: • Enrollment of ELLs in K-12 nationwide:

over 5 million• Equals 10% of entire student population

K-12• Almost 70% increase since 1997-98• 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 2003-2004 results: • Enrollment of ELLs in K-12 nationwide:

over 5 million• Equals 10% of entire student population

K-12• Almost 70% increase since 1997-98• 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




• 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


Language distribution Language distribution • According to 2002-2003 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 2002-2003 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&


At-risk populationsAt-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


At-risk populationsAt-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 15-17 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 15-17 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)


Teacher Support for ELLsTeacher 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


Teacher Support for ELLsTeacher 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)


School Support for ELLsSchool 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)


School Support for ELLsSchool 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)


ELL CharacteristicsELL 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



(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



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


• Generation 1.5– Childhood immigrant– Foreign born– May be partially foreign educated and

is partially US educated– L1 or L2 (English) competent




• 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)


• 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)




• (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.


• (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.


ELL CharacteristicsELL CharacteristicsGrouping 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!)


ELL CharacteristicsELL CharacteristicsGrouping 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



• 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


Essential facts about ELLsEssential 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



• 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)



• 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



• REFUGEES: people persecuted by their home country due to race, religion, nationality, membership to social or political groups

• Between 1991-2005, 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 1991-2005, 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)



• 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 (50.000 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 (50.000 slots a year)

Diversity in America

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