302. Subject: Integrating students to classrooms when language barrier exists. I am writing an argumentative essay for English class for my University instructor. I am considering the implementation of new programs for ESL students when they speak, read, write very little English. Are there requirements for a student to be able to enrol and attend classes with the existing students? If not, why not? If so, what are they? To have seperate classrooms for these students is not a matter of discrimination but, to give them the same advantage or opportunity as my English proficient daughter who is also a student. I was told by a new teacher that they are not allowed to seperate these students due to discrimination laws. Is this true? Where might I find info on why this is not implemented as my child has to meet certain criteria for being in her class level but possibly it being different when a student speaks the language of their home land due to state laws or federal laws such as No Child Left Behind or discriminitory laws. Do they modify testing requirements when a student is not proficient in the language native to the region they attend school ?
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605