'English as a Second Language Essay\r'

'The united States has long been viewed as the Land of Opportunity for many decades. Despite the legion(predicate) ch onlyenges that the coun generate had to face inside the recent years, this find out of the join States has not wavered. Hundreds of thousands of people from all over the world continue to flock to the United States to try their luck, and to provide their children a brighter future than what they could ever stupefy in their respective countries of origin.\r\nThe continuous stream of immigrants into the country, and the item that most of these immigrants come from countries where side is not the topic phrase, it is no longer difficult to come crosswise an individual in the streets who either speaks no incline or has a limit mastery of the language. This is notwith stand the f transaction that there has now been a climbing in the number of countries that obtain now started programs to protagonist train the younger generations, and even adults, to become l iquid and adept to speaking, reading and writing in the slope language. In many states in the country, particularly those fixed along the U. S.\r\n†Mexico border, the number of individuals who atomic number 18 un fitted to speak, read, spare side liquidly outnumber those that do (Carreira 2000; Lipski 2004; U. S. English Foundation 2005). As a result, the U. S. government has interpreted measures to establish a set of guidelines and standards for faculty command English as a Second spontaneous communication (ESL) in schools within the United States, especially in public school systems situated in areas within the U. S. †Mexico border such as South Texas. This opus aims to present and evaluate the standards that have been applied in the country with regards to the teaching of ESL in schools in the United States.\r\nThe radical would also present the ideal schoolroom conniption, standards and rule of teaching of ESL in school facilities in the country. These id eal standards would then be compared to the current standards and methods that is manifest in ESL teaching facilities in the country. found on the discrepancies, recommendations would then be provided at the end of the paper in order to ensure that the ideal standards are realized.\r\nThe Academic Achievement Gap Issue In order to understand the importance of the evaluation of the standards and method of teaching ESL in houserooms implemented by the U. S. government, a background on the different events that have guide to the creation and implementation of these standards should first be provided. The existence of students enrolling in school systems around the country has been dramatically changing since the 1990s. Because of the rise of the number of immigrants relocating in the United States, the ethnic backgrounds and origins of these students have become more various(a) such that the ratio of the number of natural English speakers in classrooms against non-English speake rs is 1:10 (Short 2000).\r\nThe diversification of the students in terms of their ethnic backgrounds has resulted to an observ qualified division among communicatory and non- communicative students, particularly when it comes to the level of their performance in schoolmans. Research studies have shown that non-native communicative students constantly argue in achieving the same academic performance and standing as compared to their native communicative peers, which has come to be known as the Academic Achievement Gap.\r\nBased on the studies conducted in reference to determining the factors which has resulted to the front of this gap between students in school systems of all year levels, researchers have determined that the primary factor for the presence of this gap is due to the lack of improvement of the English language on the part of the non-native communicatory students (Jia, Eslami & Burlbaw 2006; Lavin-Loucks 2006; Rumberger & Anguiano 2003).\r\nThe Impleme ntation of ESL Standards Since its discovery, the U. S. government has do addressing the Academic Achievement Gap one of its study concerns. This has then resulted to the passing of the Educate America exercise in order to cater to the needs of non-native English-speaking students to increase the standards of their academic performance within the classroom. As a result of the passing of this act, the Teachers of English to Speakers of new(prenominal) Languages, Inc.\r\n(TESOL) developed a set of guidelines to serve as standards which would be implemented within the classroom setting (Short 2000). Altogether, there are nine ESL guidelines that have been completed by TESOL to be implemented in academic institutions throughout the country. These guidelines were created in order to meet ternary specific verifiables. The first of these three objectives is to provide non-native English-speaking students the skill to communicate within their kindly settings.\r\nBecause of their li mited mastery of the English language, non-native English-speaking students become move and non-participative in classroom discussions. Through the ESL standards formal by TESOL, these students would be able to develop speech act behaviors which would, in turn, throw overboard them to participate more during class discussions, comprehend the subject matter existence discussed by the instructor and be able to convey themselves during social settings (Hafemik, Messerchmitt & Vandrick 2002; Short 2000).\r\nThe second objective is to allow non-native English-speaking students the ability to achieve and excel within the academic institution. Regardless of the ethnic background of the students being handled, the expectations held by instructors to their students remain the same. By being able to provide the needs of non-native English-speaking students, they would be able to meet these expectations which include the completion of assignments through both written and oral methods ( Hafemik, Messerschmitt & Vandrick 2002).\r\nThe third objective TESOL aims to achieve through the implementation of ESL standards in academic institutions in the United States is to provide non-native English-speaking students the ability to use the English language in a manner that would be considered by their native English-speaking peers as socially and culturally correct. While it is true that a number of immigrants relocating in the United States have some form of mastery of written and oral English, the manner as to how the language is used by such immigrants may be considered by native English-speaking individuals to be rude and unacceptable.\r\nAs such, the guidelines established by TESOL aims to correct the misuse of the English language in this manner by guiding non-native English-speaking students not just in becoming fluent and adept to the English language. The guidelines and standards would also aid in the teaching of the proper means of communicating development the English language such that their native English-speaking peers would regard as proper and appropriate (Short 2000).\r\n'