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ziasudraNeed sleep... need to get out of soaking wet clothes...
But, hey, I finally sat my a** down and wrote something. Three hours for 596 words (woe), and it's not even good :\
No Title As of Yet
An important aspect of strengthening ESL programs is identifying ESL students. The September 23 issue of New York News Network reports that, based on a study commissioned by the New York City Department of Education, reports that students whose native language is not English are often mistakenly placed into Special Ed classes. Additionally, the New School-based study revealed that “The New York City public school system is not adequately prepared to help immigrant parents become actively involved in their children’s education.”
The outlook of the report is bleak: children are put into classes they do not belong, and parents don’t speak enough English to communicate the oversight to appropriate school administrators.
In a Gotham Gazette article projecting how the current Mayor Campaign will affect New York City’s immigrants, Chung-Wha Hong of New York Immigration Coalition is pushing for the provision of translators to non-English-speaking parents of school children and for preventive measures against the over-50% dropout rate of Limited English Proficiency students. Hong calls the non-communication and high dropout rate of ESL-needy students “a crisis.” The New York City Department of Education report certainly gives weight to Hong’s claim.
But not every school in New York City fails to identify ESL students. The New York City Department of Education report covers a broad spectrum of schools, and could not have possibly scrutinized ESL and Special Education classes in each school on a day-to-day basis.
School name, in the heart of Chinatown, is a pleasant exception. The sixth to eighth grade middle school is intentional about hiring Chinese-speaking teachers and counselors to improve communication with parents. Though a vast majority of the school’s students are fluent in English, ESL classes are vital to the school’s overall curriculum because so many students are immigrants or the children of immigrants.
School name is careful to distinguish between ESL and Special Ed students. Teacher X, an English teacher, explains the differences: “816 is a great class. The class is mostly ESL students, but they’re good workers.” Her seventh grade class, a combined 703/05/07 session during eighth period on Mondays, is quite a different bunch. “Some students in the class have problems,” Teacher X says with a grimace. Students in 703/05/07 are Special Ed students.
Language-supplement teacher, Teacher Y, shares a similar experience. Her language-supplement class on Fridays, 803/05, consists of eighth graders who are good students but need additional help in learning English. “803 and 805 is my best class,” Teacher Y says. “They’re ESL students who just need some language help.” On the other hand, her Thursday class—double periods with 802/04/06—is very obviously a Special Ed-focused ESL class. Many students in that class have learning disabilities.
School name has a high immigrant student population. When not doing class work, students can be heard conversing with one another in Chinese, their native language. But what’s unique about the seemingly isolated Chinatown subculture is that many American-born children to immigrant parents are also in need of ESL classes. In School name, it’s impossible to tell whether a student who speaks English with a Chinese accent is an immigrant or and ABC, or American-born Chinese. While ABCs are generally well-adjusted into the greater American culture, many of them—children of both legal and illegal immigrants—are raised in an almost all-Chinese environment, often resulting in accented speech and low English comprehension skills.
These students benefit from School name’s learning ability-sensitive ESL programs. While Hong’s claims about student misplacement and high dropout rate of Limited English Proficient students are true, School name’s example shows that within a specific school, ESL-sensitive accommodations are possible.
.
But, hey, I finally sat my a** down and wrote something. Three hours for 596 words (woe), and it's not even good :\
No Title As of Yet
An important aspect of strengthening ESL programs is identifying ESL students. The September 23 issue of New York News Network reports that, based on a study commissioned by the New York City Department of Education, reports that students whose native language is not English are often mistakenly placed into Special Ed classes. Additionally, the New School-based study revealed that “The New York City public school system is not adequately prepared to help immigrant parents become actively involved in their children’s education.”
The outlook of the report is bleak: children are put into classes they do not belong, and parents don’t speak enough English to communicate the oversight to appropriate school administrators.
In a Gotham Gazette article projecting how the current Mayor Campaign will affect New York City’s immigrants, Chung-Wha Hong of New York Immigration Coalition is pushing for the provision of translators to non-English-speaking parents of school children and for preventive measures against the over-50% dropout rate of Limited English Proficiency students. Hong calls the non-communication and high dropout rate of ESL-needy students “a crisis.” The New York City Department of Education report certainly gives weight to Hong’s claim.
But not every school in New York City fails to identify ESL students. The New York City Department of Education report covers a broad spectrum of schools, and could not have possibly scrutinized ESL and Special Education classes in each school on a day-to-day basis.
School name, in the heart of Chinatown, is a pleasant exception. The sixth to eighth grade middle school is intentional about hiring Chinese-speaking teachers and counselors to improve communication with parents. Though a vast majority of the school’s students are fluent in English, ESL classes are vital to the school’s overall curriculum because so many students are immigrants or the children of immigrants.
School name is careful to distinguish between ESL and Special Ed students. Teacher X, an English teacher, explains the differences: “816 is a great class. The class is mostly ESL students, but they’re good workers.” Her seventh grade class, a combined 703/05/07 session during eighth period on Mondays, is quite a different bunch. “Some students in the class have problems,” Teacher X says with a grimace. Students in 703/05/07 are Special Ed students.
Language-supplement teacher, Teacher Y, shares a similar experience. Her language-supplement class on Fridays, 803/05, consists of eighth graders who are good students but need additional help in learning English. “803 and 805 is my best class,” Teacher Y says. “They’re ESL students who just need some language help.” On the other hand, her Thursday class—double periods with 802/04/06—is very obviously a Special Ed-focused ESL class. Many students in that class have learning disabilities.
School name has a high immigrant student population. When not doing class work, students can be heard conversing with one another in Chinese, their native language. But what’s unique about the seemingly isolated Chinatown subculture is that many American-born children to immigrant parents are also in need of ESL classes. In School name, it’s impossible to tell whether a student who speaks English with a Chinese accent is an immigrant or and ABC, or American-born Chinese. While ABCs are generally well-adjusted into the greater American culture, many of them—children of both legal and illegal immigrants—are raised in an almost all-Chinese environment, often resulting in accented speech and low English comprehension skills.
These students benefit from School name’s learning ability-sensitive ESL programs. While Hong’s claims about student misplacement and high dropout rate of Limited English Proficient students are true, School name’s example shows that within a specific school, ESL-sensitive accommodations are possible.
.