English Language Learners and Education

As our country moves to a more culturally diverse population, educators and families must find common grounds to ensure that English learners succeed in their research. All stakeholders must seriously consider the impact of social culture on ELL education. The process of developing bilingual learners is not just language to learn in language, school, and at home. Migration must have a goal and objective. Joint practice education for English learners and schools requires massive collaboration between schools, communities and families.

The dropout rate for English learners is 15 to 20% higher than the total number of non-English learners. The lack of academic success is also the reason why English learners look to special education that does not increase the graduate's ELL rate. Artiles and Ortiz (2002) argues that English learners with the least language support are most likely to be called special education, and the possibility of receiving high school diplomas is low. ELL, which accepts all English classes, is nearly three times more likely to receive special education than those who receive support in their mother tongue. From these data it can be inferred that the educational plan implemented at school can reduce the number of ELLs in special education programs.

As the number of English learners increases, there is growing concern that the proportion of special education will be disproportionate. Studies have shown that students who have limited mastery or English proficiency degree are generally attending school of special education and the possibility of enrollment is increased by the support of the primary language that they receive at school I will. Special education placement In areas where the number of English learners is small, the proportion of students in special education is often too high, and in the area with many students there are few students, so more English learner education services, support, And professionalism is available. Knowledge 181