Respond

 Guided Response: Review several of your classmates’ posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates.

a. Describe the  characteristics of an LTEL.

The characteristic of an LTEL is that most of the people have lived in the United States. Most people can’t speak the language of English proper because they really don’t want to educate their selves. They are often orally bilingual and sound like nature English speakers do not have well – developed academic literacy skills in English. So many have habits and have learned passivity and invisibility in school. They also have low grade levels in reading and writing including math in school and they are struggling when taking a test. Those that are in this commonplace with low grades and test struggle with reading and writing these are the ones that will likely drop out of school. This is a high risk for children that are not in standard to learn quickly or they are slow in learning to stay in school to go on to college. Most of these children are street wise and they don’t want the education system to help them are be in their lives. “Students who have received LTEL’s programming consistently, but where in these programs have failed to build upon the student’s home languages practices (Menken, Kleyn, and Chae 2012).

b.      Provide suggestions on how teachers can address the challenges of LTEL’s to move them to a proficient level of English learning.

Teachers need to challenges the students to be in different academic activity task skills so they could advance their self to get ready for college and meet the people in other culture of language in their careers. Let them learn some of the new languages from other countries. They also can be taught the culture of many other languages by books, videos, and by someone who may speak the language. Teachers can also do a one –on-one study with the students that are slow to learn.

c.       Share your opinion on how much accountability should be placed on administrates, teachers, students and parents respectively.

The accountability for students’ who test scores they are the cornerstone policy of education in the United States. “The program No Child Left Behind (NCLB) act federalized this approach and made it in some respects more draconian.”  Although teachers are getting punished for the behavior of the children test scores because they are responsible for them getting the knowledge and skills to learn.  If the child needs a tutor to help them learn better this is the response of the teacher and parents.  Many parents need to enter the school and make sure that their child is on top of things in class. Most off the children must respect the teacher as well as other students. The administrates of the schools should be aware of what is going on with teachers and the students. This will help with the growth of the students learning and the teacher doing her job making sure the children are getting all the education that they need to improve. “Teachers are using different strategies as using English as a second language course, in which long term English learners are taught separately from new arrivals so that instruction can focus on literacy in English rather than on the development of oral language proficiency.”(Menken, K., &Kleyn, T. (2009)April

      Reference:

Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San Diego, CA: Bridgepoint Education, Inc.

 Menken, K., & Kleyn, T. (2009, April). The difficult road for long-term English learners.      Supporting English Language Learners. Retrieved fromhttp://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/The_Difficult_Road_for_Long-Term_English_Learners.aspx

Kleyn,.T., Flores,N.&Menken,K.Journalof Language Identity,and Education

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