English Home Language Grade 7 Pdf

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Theimportance of the issues goes beyond the sheer number of ELLs, however. It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English-speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008). As we consider ways to help ELLs increase their academic achievement, then, it is clear that educators need all the resources at their disposal to meet these challenges.

Until recently, significant efforts were made to enhance the educational outcomes of ELLs by offering alternative forms of education that incorporate use of ELLs' home language (Genesee, 1999, for a review). These programs were justified on the grounds that educating ELLs in English only posed a triple threat to their educational success since it would require that they simultaneously:

However, in recent years, recent political and legislative initiatives that disfavor bilingual education have made these educational options difficult to access, despite evidence of their success (Goldenberg, 2009). Along with these politically-motivated changes, it would appear that educators and policy-makers no longer recognize the native language skills of ELLs as an important educational resource and, indeed, it would even appear that they discredit it having any role in the education of ELLs.

Second, in a study of ELLs in two-way immersion programs, Lindholm and Aclan (1991) found a significant positive relationship between individual student's level of bilingual proficiency and their achievement in math and reading in English. Furthermore, the students who were classified as "high bilinguals" were able to attain grade level results by fourth grade in English reading and by third grade in English math.

Third, a growing body of evidence from researchers around the world has shown that bilingual children exhibit significant cognitive advantages in comparison to monolingual children (e.g., Bialystok 2006; Chin & Wigglesworth, 2007; Kovaacs & Mehler, 2009). These advantages have been demonstrated in executive control processes related to selective attention and inhibition and monitoring of attention when, for example, children are engaged in problem solving.

Fourth, and finally, extensive research, again from around the world, has found that children who are learning to read in a second language are able to transfer many skills and knowledge from their first language to facilitate their acquisition of reading skills in the second language. The best evidence of this comes from studies showing that students with strong reading skills in the home language also have strong reading skills in their second language. Much of this work has been done on ELLs in the U.S. (August & Shanahan, 2006; Riches & Genesee, 2006).

What we see in the U.S., then, is a push for research-based policy but the creation of policies that contradict the research. Debate concerning the value of using ELLs' home language in specially-designed programs, such as two-way immersion, will undoubtedly continue, and so it should since it makes little educational sense to diminish U.S. students' opportunities to become bilingual in an increasingly globalized community.

In the meantime, teachers and students can't wait for these policy debates to be settled before deciding how or whether to draw upon ELLs' home language. The question arises how can schools and teachers, even those who are monolingual, act on evidence that clearly shows the personal, cognitive, linguistic and educational value of using the linguistic resources that ELLs bring to school. There is no simple or single answer to this question, but a number of options are worth exploring that, at the moment, are often overlooked and discounted. Cloud, Genesee, and Hamayan (2009, Chapter 3) offer a number of suggestions:

A hallmark of public education in the U.S. is respect for and appreciation of the individual skills and backgrounds of students as a foundation for furthering their education. Taking advantage of ELLs' home language resources is asking no more than the same respect and appreciation for this group of learners. At the same time, parents, teachers, educational leaders in local school districts, and politicians should discuss how best to provide all students in the U.S. with high quality educational programs that promote competence in additional languages. At stake is not only the competitiveness of individual students once they enter the work force but, indeed, the ability of the U.S. itself to compete in an increasingly multilingual and multicultural world.

Fred Genesee is Professor in the Psychology Department at McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education for language minority and language majority students. His current research interests also include language acquisition in pre-school bilingual children, internationally-adopted children, second language reading acquisition, and the language and academic development of students at-risk in bilingual programs. He is the recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service and the 2-Way CABE Award of Promoting Bilingualism. Publications include:

Genesee, F., Paradis, J., & Crago (Eds.) (2010). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, 2nd Edition. Baltimore, Maryland: Brookes Publishing.

Cloud, N., Genesee, F., and Hamayan, E. (2009). Literacy Instruction for English Language Learners: A Teacher's Guide to Research-Based Practices. Portsmouth, NH: Heinemann.

You have so many great resources. I am a graduate student and use your website often for my research. Your articles are always very good about listing its references but it would be really helpful if you could have a cite tool that helped out with making a reference to your articles. Just a thought.

You say that high bilinguals will achieve reading grade level results by by fourth grade. Can you tell me about writing and speaking? Can you tell me an average number of grade levels below all these areas? Thanks

Colorn Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorn Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from our founding partner, the AFT, and the National Education Association. Copyright 2023 WETA Public Broadcasting.

Artwork by Caldecott Award-winning illustrator David Diaz and Pura Belpr Award-winning illustrator Rafael Lpez is used with permission. Homepage illustrations 2009 by Rafael Lpez originally appeared in "Book Fiesta" by Pat Mora and used with permission from HarperCollins.

By welcoming the whole multilingual child, including their linguistic practices, we send a powerful message that children from diverse linguistic and cultural backgrounds contribute to the vibrancy of our early childhood programs.

All multilingual children are experts in their home language practices and come with a wealth of knowledge that should be respected. Provide space and time for multilingual children to use all of their languages to think and express themselves.

In addition, encouraging multilingual learners to make connections between new English terms and words or concepts they already know will support language acquisition. You can invite children to share their linguistic expertise by sharing how to say a new word in their home language. If your class is studying nourishing foods, you might show a pineapple and invite children to share the words they know for it in their home languages, if they feel comfortable doing so.

Most children who speak English at home will not need direct instruction to learn these terms, but for children who are very new to the English language, these words will be absolutely essential. Make a list of relevant thematic words and preteach them to your multilingual learners.

Sentence stems provide an effective language model and help children to respond in the form of a complete sentence. Stems also provide scaffolding for children to focus on what they want to say rather than thinking about how to formulate their response. Teach a few stems and use them consistently.

Because of the other barriers that exist in the virtual classroom (e.g., kids needing to unmute themselves, feeling nervous sharing with the whole group, being camera shy), this strategy is particularly useful during the pandemic.

These award-winning and free language immersion programs prepare students to receive the California State Seal of Biliteracy upon high school graduation. Each program contains an enriching world curriculum for students in Kindergarten through 8th grade, while also fulfilling the California standards in all subject areas. Your child will gain knowledge and appreciation of the history and culture of the language they study, with an emphasis on the world-view of the languages spoken today.

Note: Students entering 2nd grade and above need to have a grade level understanding of both English and the target language. The student will need to read, write, and speak both English and French or Spanish at or near grade level. This is verified by a language assessment before final enrollment.

Make your plans now! Join experts from across the state and the Department of Public Instruction for the ML/Title III Growing Success for MLs Summer Conference. This year's conference, themed "Unlocking the Power of Multilingual Learners for Academic Success," promises to be an inspiring and transformative experience. Register now!

PowerSchool (PS) serves as the authoritative source for English Learner (EL) student data and therefore serves as the official system for verifying a student's EL status. EL functionality is managed at the state level by the NCDPI ML/Title III Team and locally by program coordinators and designees. EL data collection and reporting through PowerSchool includes:

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