302. Subject: Integrating students to classrooms when language barrier existsI am writing an argumentative essay for English class for my University instructor. I am considering the implementation of new programs for ESL students when they speak, read, write very little English. Are there requirements for a student to be able to enrol and attend classes with the existing students? If not, why not? If so, what are they? To have seperate classrooms for these students is not a matter of discrimination but, to give them the same advantage or opportunity as my English proficient daughter who is also a student. I was told by a new teacher that they are not allowed to seperate these students due to discrimination laws. Is this true? Where might I find info on why this is not implemented as my child has to meet certain criteria for being in her class level but possibly it being different when a student speaks the language of their home land due to state laws or federal laws such as No Child Left Behind or discriminitory laws. Do they modify testing requirements when a student is not proficient in the language native to the region they attend school ?

 

ANSWER:

ALL students must have EQUAL opportunities in education and EQUAL access to the CORE ideas included in the school curriculum, whether they speak English or any other language.   Thus, ALL students can and should be included in classes that provide these key ideas.   However, the students who may NOT have mastered English MUST RECEIVE an English program --such as English-As-A-Second Language or "Sheltered" English class-- where they are additionally helped to succeed in so-called "regular" English classes with ALL other students.   
 
Your daughter, a proficient English speaker, is in a class with other students who may be ALSO English-speaking but not as proficient readers and writers of English, and with other students who may NOT be English-native speakers.   These "English-Learners" --the technical name for students mastering English language skills due to the fact that they speak another language as their native tongue-- MUST be in a program that helps them prepare to succeed in the same English class that your daughter attends and that ALL other English-only speakers, who may be good or poor readers and writers also attend.   
 
You will find in my Web Sites specific questions --and ANSWERS!!-- regarding THE LAW of the land, that is, the legal requirements that must be met by school districts to insure an EQUAL EDUCATIONAL OPPORTUNITY to ALL students and EQUAL ACCESS to the CORE curriculum for ALL students.   The NO-CHILD-LEFT BEHIND legislation requires that the progress made by all students be reported by "groups" or "types" of students, and English-Learners is one of those categories measured.   Thus ALL students MUST, in theory, achieve equally if the necessary programs are in place to insure EQUALITY or opportunity and access. 
 
THANK YOU for your question which raises many important issues in providing EQUAL educational opportunities and EQUAL ACCESS to the CORE curriculum for ALL students.    

 

 

 

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net