Consider that in recent years several states have abandoned bilingual education, but
advocacy groups have argued that something must be done to help English Language
Learners master necessary competencies.
· Complete an Internet search to find at least two instances of conflicts between the legal
and ethical issues confronting the education of English Language Learners. For example,
some states have ceased funding for bilingual education and may not instruct the ELL
students in their native languages. However, the issue still remains that the schools are
responsible for instructing ELL students and those students have to learn English in order
to succeed in school. How do schools meet the needs of the ELL students without
breaking state laws?
Summarize both sides of each issue in 350 to 500 words
HELP PLEASE!!
http://www.google.com/search?hl=en&rlz=1G1GGLQ_ENUS312&ie=ISO-8859-1&q=English+language+learners+schools
http://www.google.com/search?source=ig&hl=en&rlz=1G1GGLQ_ENUS312&q=English+second+language+schools&aq=f
To address the issue of conflicts between legal and ethical issues confronting the education of English Language Learners (ELLs), it is essential to understand the background and context. In recent years, several states in the United States have abandoned bilingual education, which refers to an instructional approach that uses both the students' native language and English to teach academic content. This shift in policy has raised concerns among advocacy groups who argue that ELLs require additional support to master necessary competencies.
To find instances of conflicts between the legal and ethical issues in ELL education, you can start by conducting an internet search using keywords such as "conflicts in bilingual education," "ELL education policies," or "challenges in teaching English Language Learners." Here are two possible instances to consider:
1. Funding for bilingual education: Some states have ceased funding for bilingual education programs, which has led to a reduction or elimination of instruction in students' native languages. While this may comply with state laws or budgetary constraints, it creates an ethical dilemma regarding how schools can effectively meet the needs of ELLs without access to bilingual support. Advocacy groups argue that native language instruction can promote academic achievement and maintain students' cultural identity, and that denying these opportunities could hinder their educational progress.
2. English-only policies: Some schools have implemented English-only policies, enforcing the use of English in all classroom and school settings. This approach aims to accelerate English language acquisition and encourage integration. However, such policies can have unintended consequences, limiting students' access to learning opportunities and potentially eroding their self-esteem and cultural identity. Advocacy groups contend that implementing English-only policies may violate students' rights to receive equal educational opportunities and linguistic support.
In summarizing both sides of each issue, it is important to represent multiple perspectives:
Funding for bilingual education:
- Proponents argue that discontinuing funding for bilingual education aligns with state laws and can help manage limited resources.
- Advocacy groups, on the other hand, stress that withholding funding prevents schools from offering necessary language support to ELLs, potentially negatively impacting their educational outcomes, self-confidence, and cultural identity.
English-only policies:
- Supporters argue that English-only policies can accelerate English language acquisition and foster integration into the mainstream educational system.
- Advocacy groups emphasize that such policies may hinder students' educational development, limit their access to academic content, and disregard their linguistic rights and cultural backgrounds.
When faced with conflicts between legal and ethical issues in ELL education, schools can adopt several strategies to meet the needs of ELLs without breaking state laws:
1. Provide English as a Second Language (ESL) support: Schools can offer ESL programs that focus on developing English language skills while maintaining students' native language proficiency. These programs can be implemented alongside content-based instruction to ensure students can access academic content.
2. Implement language support strategies: Teachers can utilize instructional strategies such as visual aids, simplified language, and differentiated instruction to help ELLs comprehend the content. Collaborating with ESL specialists or bilingual staff can further enhance the delivery of instruction.
3. Promote cultural awareness and inclusion: Schools should foster an inclusive and culturally responsive environment that values and respects students' diverse backgrounds. Celebrating students' languages and cultures can positively impact their self-esteem and motivation, leading to improved engagement and achievement.
4. Collaborate with families and communities: Building partnerships with families and the broader community can provide additional support for ELLs. Schools can involve parents in decision-making processes, offer resources in their native languages, and engage community organizations to create a supportive network for ELL students.
It is important for schools to strike a balance between legal compliance and ethical responsibility when addressing the education of English Language Learners. By implementing appropriate language support strategies, promoting cultural inclusivity, and collaborating with families and communities, schools can meet the needs of ELLs while navigating the constraints imposed by state laws.