L. Rodriguez
“I was in second grade placed in a classroom surrounded by English speaking students, I was scared. My words ostracized me and every day I was pulled from class away from my peers secluding me farther. There in the class I took comfort in conversing with the other Spanish speaking students and ignored the English language being pushed toward me. Approaching third grade I was not able to speak any English. I was transferred to a different school where there was no separate ESL program. With no ESL program I was forced in this classroom to understand English with only the help of an aid. By fourth grade I had completed reading my first Harry Potter Novel in English” (Rodriguez)
Luis Rodriguez a college student attending the University of North Carolina falls into the ESL category. Rodriguez and his family are Cuban, relocating to the United States from their home land of Camajuani when he was eight years old. Charlotte-Mecklenburg uses a similar system to the one experienced by Rodriguez with us of a program psychologist as an aid to ESL learners.
The ESL Program Psychologist keeps abreast of local trends and program needs and provides consultative assistance at any grade level for cases involving Limited English Proficient students. Range of services may vary from simple questions and answer sessions to limited assistance with individual student evaluations. Services may also include professional development or training for schools and parents. The ESL Psychologist works in collaboration with the CMS International Center. At the center, students with foreign language backgrounds and who are new to CMS are registered. Student’s English proficiency is assessed; progress, enrollment and withdrawal from the ESL Program are monitored ("(esl) program psychologist," 2012).
Rodriguez’s words parallel that of many reports. “Research studies have indicated that the early study of a second language results in cognitive benefits, gains in academic achievement, and increases in self-esteem, creativity, and positive attitudes toward diversity” (Tenally, 2011). Rodriguez went on to explain how learning English in a regular classroom, not being segregated, he felt more pride in learning. He also stated that he received better grades, excelled in his work, and was overall a good student. He has now spent over ten years being taught in the North Carolina Education system, and without a doubt concludes that being surrounded by English in the classroom was the best way to learn. “I feel that the only improvement the North Carolina Education system can make is to be consistent with ESL programs. Keep ESL students in classrooms with their English speaking classmates through all grades K-12” (Rodriguez)
In Charlotte-Mecklenburg schools the program for ESL students changes at middle school and high school age. Charlotte Mecklenburg Schools have middle and high school ESL students receive instruction in sheltered content courses such as social studies or science in addition to specially designed English language courses. Charlotte-Mecklenburg loses consistency with students after elementary school. Research shows that “Students enrolled in two-way immersion programs perform as well or better than comparable students enrolled in alternative programs within the same district. On a state level, these findings have been replicated in a study of two-way bilingual programs in California. Other studies, including a national longitudinal study of two-way bilingual programs, have also found that language-minority students enrolled in two-way immersion programs attain higher levels of academic achievement over the long term than students enrolled in other educational programs within the same district” ("Two-way immersion education," 1998). CMS should consider revamping their ESL programs for those of middle school and high school. Immersion programs enable language- majority children (those who are native speakers of the high-status language of the society, i.e., English in the United States) to develop second-language proficiency without compromising their academic achievement. Finally, for all students, language is learned best when it is the medium of instruction rather than the exclusive goal of instruction. In immersion settings, students learn language while learning content, because there is a real need to communicate while engaged in content-related tasks ("Two-way immersion education," 1998).
The Charlotte-Mecklenburg school system has clearly taken heed to results from statistics on children learning through immersion and implemented them in their English as a Second Language programs in their elementary schools. Charlotte-Mecklenburg schools appear to be provide the appropriate tools for ELP students to learn English. The programs CMS have set up for children in elementary school follow what researched has revealed to be the best way to teach ESL students. On the elementary school level, Charlotte-Mecklenburg is providing a solid program for ESL students and is right on track with the programs they offer, resulting in strong, confident, and proud English Speakers.
Luis Rodriguez a college student attending the University of North Carolina falls into the ESL category. Rodriguez and his family are Cuban, relocating to the United States from their home land of Camajuani when he was eight years old. Charlotte-Mecklenburg uses a similar system to the one experienced by Rodriguez with us of a program psychologist as an aid to ESL learners.
The ESL Program Psychologist keeps abreast of local trends and program needs and provides consultative assistance at any grade level for cases involving Limited English Proficient students. Range of services may vary from simple questions and answer sessions to limited assistance with individual student evaluations. Services may also include professional development or training for schools and parents. The ESL Psychologist works in collaboration with the CMS International Center. At the center, students with foreign language backgrounds and who are new to CMS are registered. Student’s English proficiency is assessed; progress, enrollment and withdrawal from the ESL Program are monitored ("(esl) program psychologist," 2012).
Rodriguez’s words parallel that of many reports. “Research studies have indicated that the early study of a second language results in cognitive benefits, gains in academic achievement, and increases in self-esteem, creativity, and positive attitudes toward diversity” (Tenally, 2011). Rodriguez went on to explain how learning English in a regular classroom, not being segregated, he felt more pride in learning. He also stated that he received better grades, excelled in his work, and was overall a good student. He has now spent over ten years being taught in the North Carolina Education system, and without a doubt concludes that being surrounded by English in the classroom was the best way to learn. “I feel that the only improvement the North Carolina Education system can make is to be consistent with ESL programs. Keep ESL students in classrooms with their English speaking classmates through all grades K-12” (Rodriguez)
In Charlotte-Mecklenburg schools the program for ESL students changes at middle school and high school age. Charlotte Mecklenburg Schools have middle and high school ESL students receive instruction in sheltered content courses such as social studies or science in addition to specially designed English language courses. Charlotte-Mecklenburg loses consistency with students after elementary school. Research shows that “Students enrolled in two-way immersion programs perform as well or better than comparable students enrolled in alternative programs within the same district. On a state level, these findings have been replicated in a study of two-way bilingual programs in California. Other studies, including a national longitudinal study of two-way bilingual programs, have also found that language-minority students enrolled in two-way immersion programs attain higher levels of academic achievement over the long term than students enrolled in other educational programs within the same district” ("Two-way immersion education," 1998). CMS should consider revamping their ESL programs for those of middle school and high school. Immersion programs enable language- majority children (those who are native speakers of the high-status language of the society, i.e., English in the United States) to develop second-language proficiency without compromising their academic achievement. Finally, for all students, language is learned best when it is the medium of instruction rather than the exclusive goal of instruction. In immersion settings, students learn language while learning content, because there is a real need to communicate while engaged in content-related tasks ("Two-way immersion education," 1998).
The Charlotte-Mecklenburg school system has clearly taken heed to results from statistics on children learning through immersion and implemented them in their English as a Second Language programs in their elementary schools. Charlotte-Mecklenburg schools appear to be provide the appropriate tools for ELP students to learn English. The programs CMS have set up for children in elementary school follow what researched has revealed to be the best way to teach ESL students. On the elementary school level, Charlotte-Mecklenburg is providing a solid program for ESL students and is right on track with the programs they offer, resulting in strong, confident, and proud English Speakers.