Sunday, August 28, 2011

Narrowing Research: ESOL (English for Speakers of Other Languages)Segregation in High School

Ray and I went through the research that we had gather and tried to answer the questions and have a better understanding of our audience. These are some of the parameters and understanding of our community:

Physical Boundaries:
-School system limits the and forces the exclusion of ESL students to separate curriculums and classrooms.
-Limited classrooms engament, limited to the people in class.
-Resources like computer and other software
-Limited certified teachers: the same teachers end up teaching various subjects.
-Integration into mainstream high school classes, is at the discretion at the typical high school behavior.
-Block- schedules
-Teachers move more slowly and they rely on visual aids.
-Limited to not taking the coursework in order to graduate and no electives until proficiency in the language is obtained.

What / Who is involved

Immigrants that don't know English and are placed in a separate classrooms were students are grouped depending on their academic background and age arrival in the US, as stated by the various school boards under the Civil Rights Act. These classrooms are arranged by 4 levels of ESL (English as Second Language), and until an "adequate speaking and writing level is obtained" (standardized testing) they are able to move into mainstream. Some are pushed back that they are still in high school at age 20-21 and are unable to fulfill the coursework in order to graduate from high school, resulting in drop outs.

Equipment needs
-Limited resources (at the discretion of the school board) : classroom space, certified teachers, , computers and software (due to funding). Schedule adjustments, example electives.
-Simplified knowledge , coddled : students are unfairly taught and should be move into mainstream. All subjects are simplified they can't compete with mainstream students in order to go to college or apply for scholarships.
-Integrating both mainstream and bilingual and collaborate together.
-Little access with peers (socializing) and networks that that might need help learn to navigate her new country, apply for scholarships, or drive a car.

High school immigrants of every nation who is in the US trying to learn and graduate.
Age: 15-21, males and females

Perspective of the individual/ community?

Individual ( ESL students & parents)
Wants/ Needs
-To be accepted by their high school peers and take role in extracurricular activities.
-Learn all subjects and English at an equal level.
-To graduate and go to college, fulfill their dreams.
-Learn their new country and adopting customs.
-Retain their cultural identity.

Community (Teachers/School Board/ State Government)
Wants/ Needs

a. Integration and socialize successfully to avoid fights and other misunderstanding.
b. Move them on quickly due to waste of space and resources.
c. Want their ESL students to understand math, science and other subjects.

-School Board:
a. Financing
b. Pass standardize test ( money obtain due to results: leads to coddled learning: simplified and taught tricks to pass standardized test)
c. Affirmative Action and the reputation among other schools

-State Government:
a. Requires schools to meet the requirements of the school, percentile of passing.
b. No Child Left Behind: links every school's financing and its teachers' jobs to student performance on standardize test.

-English as a second language
-Different countries, nations, cultures, beliefs, traditions
-Education/ Learn
-Lack in self-esteem
-Graduate and be done with High School
ex. slow learners, stupid

JARGON: mainstream: students that english is their first language and are in high school.

School Level
-Varies depending on language, and education background from the countries the have immigrated from.
-Software knowledge: from novice to expert

After our research we think that one of the ways that we can have a bigger impact is through the mainstream students (online community based) as facilitators, through a peer to peer knowledge and understanding.

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