Ex Writer 38 | - ✏ Freelance Writer
Dec 10, 2015 | #1
Literature Review Paper: ( Sociology of Ethnic & Relations)
In this assignment, students will summarize and discuss key aspects addressed in the literature of their choice pertaining to the field of racial and ethnic studies. They are expected to find out what is known by their topics of interest and what is still being asked about them, including conflicting findings and gaps that may still exist in literature. Students will write a critical summary of the key ideas and findings and properly cite each author.
This topic highlights the significance of English as a second language (ESL) programs for students of Latino origin in grade schools. As an undergraduate student majoring in speech language pathology, I find it necessary to stress the importance of ESL programs in schools because language fluency allows students to adapt to educational standards. There is literature that supports the idea that ESL programs play a major role in the futures of the students who have access. These programs also have an effect on the succeeding generations of Latino students and their success rate. Latino students whose first language is not English are at an academic disadvantage because they will face a myriad of issues in school including not being able to keep up with the school's curriculum and fall behind due to language barriers. The academic success and future outcomes of grade school students are directly influenced by their ability to learn the English and assimilate into society.
Since there are large numbers of Latino students in U.S. schools, they can be crucial to the social and economic fabric of our society once they are well assimilated in school programs. Another significant aspect to address is the inequalities in various school districts around the country. Some schools do not have integrative ESL programs that are as effective as others which may not help the students that inhabit those programs. This results from the lack of resources being poured into these programs, leaving certain communities with Latino students in a constant struggle. Since Latinos represent a large portion of the population in the U.S., funding ESL programs can result in a greater assimilation of Latino communities within the U.S. and close the race gap.
Problem/Statement of Purpose
The purpose of this paper is to examine the effects of ESL programs on the Latino population. Specifically, the research will examine how ESL programs affect Latino success rates. The research proposal will explore whether ESL programs influence the ability of Latino populations to gain better career prospects. The paper also explores whether ESL programs prepare students for graduate school more so than traditional programs, and whether ESL programs allow graduates to enjoy higher paying jobs following graduation than non-participants.
Significance of the Study
Espino, Leal & Meier identify need in the Latino community, stating the variables that can be used to identify ESL students and how educational facilities can identify needs. Need according to the authors is measured by the logged total of limited-English-proficient (LEP) students in the district for total teacher models, and the percent of students classified LEP that is a growing subpopulation of Latino students (250). Need can also be determined by statistics. The Nation Center for Education Statistics reports that Latino students have a dropout rate of 27.8 percent compared to Caucasian students, who have a dropout rate of 6.9 percent. Black students have a dropout rate of 13.1 percent, and Asian/Pacific Islander students have a dropout rate of 3.8 percent (NCES). This suggests a gap in learning for ELL, one that may be addressed by ESL programs. There may be evidence suggesting that ESL may reduce dropout rates among the Latino population, particularly when attention is given a reason for higher dropout rates among this population.
English language learners and ELL learner rates at the public school level has been growing steadily since 2002-2003, with rates as much as 10 percent higher in 2011 than in 2003. An estimated 4.7 million students were ELL or English language learners, and being served in ESL programs in 2011 compared to 2003.
Research Questions
The West serves the highest percentages of ELL students, including in the regions of Oregon, Hawaii, Alaska, Colorado, Texas, Nevada, California and New Mexico. 29 percent of public school enrollment in California includes students enrolled in English as Second Language programs. Thirteen states including the District of Columbia has ELL public school enrollment that was as high as 9.9 percent in 2011. The rates of enrollment in supportive programs is expected to continue to grow through the next decade. Reading scale scores as per the National Assessment of Educational Progress (NAEP) for non-ELL students are generally higher for students that are not in supporting programs including ESL; this is referred to as an achievement gap, resulting in lower standardized achievement testing scores among ELL students.
Without intervention, Latino populations generally report lower average household incomes. Further, studies suggest educational support in the way of ESL and other supportive programs can result in citizens that contribute to greater societal benefits. These include an ability to generate increases in tax dollars within the community. The American Council on Education estimates that increasing ESL and the average level of schooling through one year could potentially increase community economic growth by as much as 6 to 15 percent, adding between "600 billion to 1.6 trillion in U.S. economic output" due largely to the extensive Latino population. Thus, not investing enough in programs to support this community could be "detrimental to the future of the U.S." and not simply the cultural community of the Latino population.
Advising and Support
Part of the success of ESL relies on the ability of students to receive adequate advising from professional counselors. Support structures must be in place to assist students seeking the recommendation and guidance from trusted academic support counselors. The role of an advisor includes providing students with appropriate guidance in course selection. 67 percent or more of community college students seek out appropriate advising, yet 26 percent of students or more are allowed to disregard the advice given when selecting college courses, or enrolling in academic classes. This may have devastating impacts during the assignment and registration process. Administrators must work on developing more trusting, one-to-one relationships with Latino students, particularly those that qualify for ESL support, to ensure they receive the guidance necessary to succeed in the academic environment.
New Strategies for Success
At one high school a "push in" strategy was adopted to enable students to succeed, based on the idea that second language must be learned in "meaningful contexts through student's social interactions. This strategy has been used in special education and for students with disabilities, providing students opportunities to interact with other students in a traditional classroom. In the traditional environment, Latino students have an opportunity for greater self-esteem; peer, school, body image and global self-esteem may be enhanced in the traditional classroom setting. Adolescents generally struggle with many self-reliance and identity issues. Without additional supports including those that ESL may provide, issues including peer pressure, drug and alcohol use, sexuality and other problems may evolve and develop; contrarily, ESL can provide the support necessary to enhance confidence, friendships, relationships and independence among adolescents.
Melendez finds that without support; Latinos have a difficult time finding jobs apart from low-wage jobs. The lowest attained jobs are often those attained by Latinos. This is particularly true among women; in the absence of other social and financial support mechanisms, many women turn to welfare supports and reliance on employment-service programs. Many research studies find that Latinos are representative of what many refer to as "revolving door" never fully realizing their potential without the support of ESL and other programs, thus it is important to offer supports in the way of ESL and employment and training programs. More importantly, it is important that these programs clearly define goals and expectations and provide the types of support that will lead to positions of worth and define the type of characteristics that can sustain women and other independent Latinos, rather than lead to other low-paying positions and dead end careers within the community. Many Latinos find they graduate and are left with choices that are too risky to embark in and thus are left in a state of poverty, although much of this is simply the result of a language barrier. Positions often do not take into account forces working against an individual including language barriers. Often language barriers do not take into consideration the actual skill set that an individual may bring into a position. This perspective may bring discriminatory practices against an otherwise worthwhile worker.
The job placement rate of ESL participants is over 10 percent; however a large majority of them will still make minimum wage without further employment and career training. Thus, vocational training may also be necessary for program participants to succeed. However, the job placement rate and median wage for ESL participants is generally higher in the long-term, than high school graduates with alone without ESL, or those with only Basic Education in the form of a GED. The average placement rate of ESL only participants is approximately half of that of individuals with a college education, and the pay is approximately less of that of college educated individuals. Individuals in job placement programs earn approximately the same wage as ESL students, although the job placement rate is significantly higher, nearly 5 times that of ESL students and participants alone.
Skills training including participation in skills or vocational training leads to significantly higher placement rates, and a modest increase in salary; the same is true of combined skills training or participation in job development programs that are specific to an employer or work group. The best odds for an ESL student may be working with a specific employer, via an internship or other program to learn skills that are specific to a position or work task. In this way, an employee may get a headstart on a position, and learn talents and abilities that are specific to a position. This may also provide promotional opportunities to a participant and provide higher odds of earning greater income.
Small businesses are more often interested in forming partnerships with high schools and vocational institutions that offer programs for ESL students. Many often also collaborate with special education classes and facilities in the interest of providing equal opportunity to all individuals regardless of ability or class. This may be an opportunity for ESL representatives within the Latino community to represent an opportunity to students or provide Latino students with representation within the community. A student that is Latino, ESL and presents with a disability may have the most difficult time assimilating into the work environment, and realizing sustainable work opportunities. However, some employers and small businesses will work with high schools and educational institutions to actively recruit these individuals in the work setting. Certifications are available that are job specific, and may provide specific, focused and specialized training to individuals that fall into this and related categories. Certification may help ESL students in the Latino category, providing extra wages, extra attention and greater opportunities in the career force.
In-class support, as well as support following graduation is also necessary to ensure the success of students in Latino populations. Support in the classroom is often provided to ESL students year round. Once students graduate however, often many find it is difficult to cope with the demands one is presented with in the "real" world. During this time Latino students may find they are faced with an entirely different setting where they are in the minority, or faced with a higher level of demand and stress then they are accustomed to dealing with. Their employer or community, or even independent living establishment may not offer the same support structure they have become accustomed to in the ESL school setting. Providing opportunities to explore similar communal structures as those presented in ESL become increasingly important during this transitional period, to ensure the long-term success of graduating students.
Many tools and external supports can be offered to students to ensure their long-term success. Community support groups may be put in place to ensure the success of Latino students and graduates. Some of these may include weekly meetings to check in with students to ensure they are on track with their career goals. Continuing career counseling may prove beneficial for other students. Independent living support and counseling may also prove helpful in ensuring students feel supported while they move out of familiar family structures and move into independent living. This is particularly true for student that may have disabilities in addition to ESL needs. Providing culturally relevant and communally binding experiences in the way of religious institutions, community experiences and a culturally dynamic work experiences may also provide Latino students transitioning into the work force with the support they need to succeed in the long-term. Fort Hispanics in the U.S., educational experience without support is one of disadvantage; thus it is critical that children receive support otherwise students will realize a high rate of dropout or low rates of college attainment, hindering their rate of employment.
References
Contreras, S.V. The Effect of Language Program Type on Latino Immigrant Adolescent Self-Esteem. ProQuest.
Essay News. English Language Learning and Reading. https://essaynews.com/other/secondary-language-affects-children-reading-106/
Espino, R., Leal, D.L. & Meier, K.J. Latino Politics: Identity, Mobilization, and Representation. University of Virginia Press.
Free English Help. English Language Writing Guides for Students. freeenglishhelp.com
Grover, S. Getting the Green: Fundraising Campaigns for Community Colleges. American Association of Community Colleges.
Kluth, P., Straut, D.M. & Biklen, D.P. Access to Academics for all Students.
Melendez, E. Latino Poverty and Economic Development in Massachusetts. Boston: University of Massachusetts Press.
NCES. U.S. Education Fast Facts. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistic.
NEA. Hispanics: Education Issues.
Schhneider, B., Martinez, S. & Ownes, A. Hispanics and the Future of America. The national Academies Press.
Soto, L.D. The Praeger Handbook of Latino Education in the U.S. Greenwood Publishing Group.
In this assignment, students will summarize and discuss key aspects addressed in the literature of their choice pertaining to the field of racial and ethnic studies. They are expected to find out what is known by their topics of interest and what is still being asked about them, including conflicting findings and gaps that may still exist in literature. Students will write a critical summary of the key ideas and findings and properly cite each author.
ESL Deficiency in Grade School
This topic highlights the significance of English as a second language (ESL) programs for students of Latino origin in grade schools. As an undergraduate student majoring in speech language pathology, I find it necessary to stress the importance of ESL programs in schools because language fluency allows students to adapt to educational standards. There is literature that supports the idea that ESL programs play a major role in the futures of the students who have access. These programs also have an effect on the succeeding generations of Latino students and their success rate. Latino students whose first language is not English are at an academic disadvantage because they will face a myriad of issues in school including not being able to keep up with the school's curriculum and fall behind due to language barriers. The academic success and future outcomes of grade school students are directly influenced by their ability to learn the English and assimilate into society.Since there are large numbers of Latino students in U.S. schools, they can be crucial to the social and economic fabric of our society once they are well assimilated in school programs. Another significant aspect to address is the inequalities in various school districts around the country. Some schools do not have integrative ESL programs that are as effective as others which may not help the students that inhabit those programs. This results from the lack of resources being poured into these programs, leaving certain communities with Latino students in a constant struggle. Since Latinos represent a large portion of the population in the U.S., funding ESL programs can result in a greater assimilation of Latino communities within the U.S. and close the race gap.
Problem/Statement of Purpose
The purpose of this paper is to examine the effects of ESL programs on the Latino population. Specifically, the research will examine how ESL programs affect Latino success rates. The research proposal will explore whether ESL programs influence the ability of Latino populations to gain better career prospects. The paper also explores whether ESL programs prepare students for graduate school more so than traditional programs, and whether ESL programs allow graduates to enjoy higher paying jobs following graduation than non-participants.
Significance of the Study
Espino, Leal & Meier identify need in the Latino community, stating the variables that can be used to identify ESL students and how educational facilities can identify needs. Need according to the authors is measured by the logged total of limited-English-proficient (LEP) students in the district for total teacher models, and the percent of students classified LEP that is a growing subpopulation of Latino students (250). Need can also be determined by statistics. The Nation Center for Education Statistics reports that Latino students have a dropout rate of 27.8 percent compared to Caucasian students, who have a dropout rate of 6.9 percent. Black students have a dropout rate of 13.1 percent, and Asian/Pacific Islander students have a dropout rate of 3.8 percent (NCES). This suggests a gap in learning for ELL, one that may be addressed by ESL programs. There may be evidence suggesting that ESL may reduce dropout rates among the Latino population, particularly when attention is given a reason for higher dropout rates among this population.
English language learners and ELL learner rates at the public school level has been growing steadily since 2002-2003, with rates as much as 10 percent higher in 2011 than in 2003. An estimated 4.7 million students were ELL or English language learners, and being served in ESL programs in 2011 compared to 2003.
Research Questions
The West serves the highest percentages of ELL students, including in the regions of Oregon, Hawaii, Alaska, Colorado, Texas, Nevada, California and New Mexico. 29 percent of public school enrollment in California includes students enrolled in English as Second Language programs. Thirteen states including the District of Columbia has ELL public school enrollment that was as high as 9.9 percent in 2011. The rates of enrollment in supportive programs is expected to continue to grow through the next decade. Reading scale scores as per the National Assessment of Educational Progress (NAEP) for non-ELL students are generally higher for students that are not in supporting programs including ESL; this is referred to as an achievement gap, resulting in lower standardized achievement testing scores among ELL students.
Without intervention, Latino populations generally report lower average household incomes. Further, studies suggest educational support in the way of ESL and other supportive programs can result in citizens that contribute to greater societal benefits. These include an ability to generate increases in tax dollars within the community. The American Council on Education estimates that increasing ESL and the average level of schooling through one year could potentially increase community economic growth by as much as 6 to 15 percent, adding between "600 billion to 1.6 trillion in U.S. economic output" due largely to the extensive Latino population. Thus, not investing enough in programs to support this community could be "detrimental to the future of the U.S." and not simply the cultural community of the Latino population.
Advising and Support
Part of the success of ESL relies on the ability of students to receive adequate advising from professional counselors. Support structures must be in place to assist students seeking the recommendation and guidance from trusted academic support counselors. The role of an advisor includes providing students with appropriate guidance in course selection. 67 percent or more of community college students seek out appropriate advising, yet 26 percent of students or more are allowed to disregard the advice given when selecting college courses, or enrolling in academic classes. This may have devastating impacts during the assignment and registration process. Administrators must work on developing more trusting, one-to-one relationships with Latino students, particularly those that qualify for ESL support, to ensure they receive the guidance necessary to succeed in the academic environment.
New Strategies for Success
At one high school a "push in" strategy was adopted to enable students to succeed, based on the idea that second language must be learned in "meaningful contexts through student's social interactions. This strategy has been used in special education and for students with disabilities, providing students opportunities to interact with other students in a traditional classroom. In the traditional environment, Latino students have an opportunity for greater self-esteem; peer, school, body image and global self-esteem may be enhanced in the traditional classroom setting. Adolescents generally struggle with many self-reliance and identity issues. Without additional supports including those that ESL may provide, issues including peer pressure, drug and alcohol use, sexuality and other problems may evolve and develop; contrarily, ESL can provide the support necessary to enhance confidence, friendships, relationships and independence among adolescents.
Melendez finds that without support; Latinos have a difficult time finding jobs apart from low-wage jobs. The lowest attained jobs are often those attained by Latinos. This is particularly true among women; in the absence of other social and financial support mechanisms, many women turn to welfare supports and reliance on employment-service programs. Many research studies find that Latinos are representative of what many refer to as "revolving door" never fully realizing their potential without the support of ESL and other programs, thus it is important to offer supports in the way of ESL and employment and training programs. More importantly, it is important that these programs clearly define goals and expectations and provide the types of support that will lead to positions of worth and define the type of characteristics that can sustain women and other independent Latinos, rather than lead to other low-paying positions and dead end careers within the community. Many Latinos find they graduate and are left with choices that are too risky to embark in and thus are left in a state of poverty, although much of this is simply the result of a language barrier. Positions often do not take into account forces working against an individual including language barriers. Often language barriers do not take into consideration the actual skill set that an individual may bring into a position. This perspective may bring discriminatory practices against an otherwise worthwhile worker.
The job placement rate of ESL participants is over 10 percent; however a large majority of them will still make minimum wage without further employment and career training. Thus, vocational training may also be necessary for program participants to succeed. However, the job placement rate and median wage for ESL participants is generally higher in the long-term, than high school graduates with alone without ESL, or those with only Basic Education in the form of a GED. The average placement rate of ESL only participants is approximately half of that of individuals with a college education, and the pay is approximately less of that of college educated individuals. Individuals in job placement programs earn approximately the same wage as ESL students, although the job placement rate is significantly higher, nearly 5 times that of ESL students and participants alone.
Skills training including participation in skills or vocational training leads to significantly higher placement rates, and a modest increase in salary; the same is true of combined skills training or participation in job development programs that are specific to an employer or work group. The best odds for an ESL student may be working with a specific employer, via an internship or other program to learn skills that are specific to a position or work task. In this way, an employee may get a headstart on a position, and learn talents and abilities that are specific to a position. This may also provide promotional opportunities to a participant and provide higher odds of earning greater income.
Small businesses are more often interested in forming partnerships with high schools and vocational institutions that offer programs for ESL students. Many often also collaborate with special education classes and facilities in the interest of providing equal opportunity to all individuals regardless of ability or class. This may be an opportunity for ESL representatives within the Latino community to represent an opportunity to students or provide Latino students with representation within the community. A student that is Latino, ESL and presents with a disability may have the most difficult time assimilating into the work environment, and realizing sustainable work opportunities. However, some employers and small businesses will work with high schools and educational institutions to actively recruit these individuals in the work setting. Certifications are available that are job specific, and may provide specific, focused and specialized training to individuals that fall into this and related categories. Certification may help ESL students in the Latino category, providing extra wages, extra attention and greater opportunities in the career force.
In-class support, as well as support following graduation is also necessary to ensure the success of students in Latino populations. Support in the classroom is often provided to ESL students year round. Once students graduate however, often many find it is difficult to cope with the demands one is presented with in the "real" world. During this time Latino students may find they are faced with an entirely different setting where they are in the minority, or faced with a higher level of demand and stress then they are accustomed to dealing with. Their employer or community, or even independent living establishment may not offer the same support structure they have become accustomed to in the ESL school setting. Providing opportunities to explore similar communal structures as those presented in ESL become increasingly important during this transitional period, to ensure the long-term success of graduating students.
Many tools and external supports can be offered to students to ensure their long-term success. Community support groups may be put in place to ensure the success of Latino students and graduates. Some of these may include weekly meetings to check in with students to ensure they are on track with their career goals. Continuing career counseling may prove beneficial for other students. Independent living support and counseling may also prove helpful in ensuring students feel supported while they move out of familiar family structures and move into independent living. This is particularly true for student that may have disabilities in addition to ESL needs. Providing culturally relevant and communally binding experiences in the way of religious institutions, community experiences and a culturally dynamic work experiences may also provide Latino students transitioning into the work force with the support they need to succeed in the long-term. Fort Hispanics in the U.S., educational experience without support is one of disadvantage; thus it is critical that children receive support otherwise students will realize a high rate of dropout or low rates of college attainment, hindering their rate of employment.
References
Contreras, S.V. The Effect of Language Program Type on Latino Immigrant Adolescent Self-Esteem. ProQuest.
Essay News. English Language Learning and Reading. https://essaynews.com/other/secondary-language-affects-children-reading-106/
Espino, R., Leal, D.L. & Meier, K.J. Latino Politics: Identity, Mobilization, and Representation. University of Virginia Press.
Free English Help. English Language Writing Guides for Students. freeenglishhelp.com
Grover, S. Getting the Green: Fundraising Campaigns for Community Colleges. American Association of Community Colleges.
Kluth, P., Straut, D.M. & Biklen, D.P. Access to Academics for all Students.
Melendez, E. Latino Poverty and Economic Development in Massachusetts. Boston: University of Massachusetts Press.
NCES. U.S. Education Fast Facts. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistic.
NEA. Hispanics: Education Issues.
Schhneider, B., Martinez, S. & Ownes, A. Hispanics and the Future of America. The national Academies Press.
Soto, L.D. The Praeger Handbook of Latino Education in the U.S. Greenwood Publishing Group.