Week 7 Assignment for EED 544 ESL Program Analysis Essay REVISED

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ESL Program Analysis Essay

i) Conduct research on a current English as a second language (ESL) program in your existing school district or in another school district that has an ESL program. In an essay of 1,250–1,500 words, discuss the following:

(1) Provide the background or history of the program, the number of students serviced within the school district, and details of the program (i.e., what ESL instructional programs are utilized, how the students are instructed and assessed, and how they progress along a language acquisition continuum).

(2) Read five research articles on differentiating instruction and instructional strategies for English language learners. Compare and contrast what you know about the ESL program you have researched with what the articles say about what an ESL program should have and what instructional practices should be used.

(3) Include a final paragraph evaluating the program and instructional practices. State strengths and weaknesses of both.

ii) Your analysis must be defended with a solid research foundation.

iii) Use the GCU eLibrary to research a minimum of 5-7 peer-reviewed articles that can be used in support of your content.

iv) Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required.

 

v) This assignment uses a grading rubric that can be viewed at the assignment’s drop box.

Description

Alternative languages form good foundation for greater flexibility. This is why it is logical to consider current English as a second language. Therefore this essay will present the analyzed findings on the ESL program in the existing school district. In this regard, ESL background, programs, instructions and strategies would be discussed and analyzed. Finally, it would compare and contrast the research findings against the standard knowledge on the ESL program.

In the research conducted in the school district, it was found that in every four teachers in U.S, one must have students with English difficulties (Abbott, 2000). Abbott further indicates that such students’ number was 3.4 million in the year 2000 and has been increasing. But since the entire curriculums in such schools purely rely on English, the necessity to introduce English as second language (ESL) was considered so as to improve student’s understanding. In this regard, Ramirez (2006) indicates that section 3113 of Title III stresses that no child should be left behind by ensuring that states raise their English proficiency through the use of desired skills like listening, reading, writing and speaking. Similarly, WIDA ELP’s standard follows the conditions of this policy. Consequently, Cumberland county schools also follow the WIDA programs. In this program, teachers and administrators are greatly helped by various designs of instructions, strategies, assessments and curriculum for Limited English Proficient (LEP) students. In order to achieve the objectives in this program, teachers in these schools adopt divergent strategies, resources and instructions. This is because these schools have more than 100 language groups with at least two LEP students per group. In addition, such students normally have different English competence.