Literacy framework and career planning for English language learners

Applying a Literacy Framework to Career Decisions Based on Language Development.

PROPOSAL SECTION 1: BACKGROUND AND CONTEXT

For a while now, a new outlook on literacy, as well as learning processes using which literacy may be acquired, is seen to be emerging. A broad range of educational disciplines has influenced this latest outlook on literacy and its instruction. The perspective is not a collection of old ideas presented under a different name, but instead, denotes a profound move from the traditional text-driven approach to literacy, to one that involves active text transformation (Hiebert, 2014). I am an educator for ELLs (English Language Learners), and I believe the proposed literacy framework will prove immensely valuable in preparing the ELL professionals for future prospects. It can potentially aid my school district and school design a sound career-based plan for the ELL students. The influence on my school will also be very profound; also, the school district can will have the prowess to strategise an agenda as well as logistics for framing our literacy instruction. Furthermore, teachers will be benefited as well, since they can plan better lessons depending on the literacy guide they are provided with. The pupils will also have a sound learning plan and can monitor personal progress via self-advocacy and self-sufficiency by applying metacognitive skills. Ultimately, the high-school level ELLs will be empowered with focus and direction, as well as a ready plan for career when they leave high school. Thus, the plan will prove extremely valuable to the school district, our students, and the teachers.

Literature Review

Historical Background

A recent California Dropout Research Project report by Santa Barbara's University of California revealed that English Language Learners constitute 11% of students across the nation. Considering the pupils who were, at one time ELLs, the percentage rises to 20%. ELLs represent a continuously changing demographic; the most linguistically and scholastically proficient among the group exit it as soon as they achieve grade-level educational competency and English proficiency (Amos, 2013).

A high ELL dropout rate has been observed over time; data reveals that a large number of these students fail to obtain undergraduate college or advanced degrees. Historically, the share of such pupils within the educational "opportunity gap" (i.e., poverty-ridden students, ELLs, and disabled students) increased by roughly half in standard rigor classrooms (for instance, ELLs grew in number in schoolrooms that teach standard-level curriculum from roughly 15 to 22%) (Smith, 2015). Fairfax County's Public School dropouts in 2012 comprised of 18.16% LEP (Limited English Proficient) pupils, 10% Native Hawaiian students, 6.8% American-Indian pupils, and 19.49% Hispanics (Smith, 2015). Thus, I believe it is imperative to have in place a career-centered plan rooted in a sound literacy agenda. I aim towards helping meet writing and reading literacy benchmarks to enable efficient organization of career plans for students. Research indicates that ELLs do not receive structured career-centered plans for their future progress, which is why they lag behind other students.

Organization of the Project

The project will involve creation of an informative classroom PowerPoint presentation for ELL and mainstream educators seeking innovative ways to help their pupils acquire English proficiency while assimilating into American culture. Strategies and ideas will be inclusive of, though not limited to the following:

(a) Planning and implementing lessons in partnership;

(b) Co-teaching strategies and models; and (c) Countering textbook bias.

Data for the initiative will be supplied by references offered in the project and by educational community experts. Further, the presentation will also be printed, so as to be given to teachers as handouts after completing in-service.

Target Audience

The project is directed at all ELL and mainstream teachers teaching Kindergarten through 8th grade. High school educators working with ELLs might want to have access to this project. However, it must be borne in mind that teachers in the high school level typically spend as much less time with pupils compared to lower-level teachers. Moreover, department chairs and instructional supervisors will find the project of interest, as well.

Theoretical Framework

Theories of Language Acquisition

Acquisition of language would be a simple process of deciphering and memorizing words if knowledge of a language was a straightforward issue of awareness of many words. Instead, in language acquisition, learners have to acquire the language's own distinctive grammar, together with associated rules and components. Unlike words, rules will never be clearly described, which implies that children cannot simply commit them to memory: they somehow need to figure out the rules by themselves. Numerous theories have developed, explaining the language acquisition process. One theory, which has enjoyed considerable support in all these years, is: The language ability of humans is, at least partly, inborn (Bergmann, Hall, & Ross, 2007). Additionally, learning is impacted by the extent of student interest in, and attraction to, any given topic. Type preferences relate to student interest in diverse content areas and the manner in which the matter is taught to them. While taking into consideration the significance of mismatch or match, one must bear in mind that individual subjects turn off some types, while turning on others. As learner success is impacted profoundly by application (i.e., their persistence in paying attention and task-performance assiduity), Myers regarded application as a key factor to consider when taking into account individual preferences' significance (Tatarintseva, 2002).

The Innateness Hypothesis

One language acquisition theory that will be considered maintains that the 'language ability' aspect is inborn for humans. In other words, human beings are genetically inclined to acquiring and using a language. The theory states that newborns possess awareness of the fact that a language has patterns, and have capacity to look for and understand these patterns. Some language theorists even argue that human beings have intrinsic knowledge of a few core characteristics that are common to every language (e.g., the verb and noun components of grammar). These fundamental features that all languages share are known as linguistic universals, while the theoretically innate series of structural elements all languages share is called universal grammar. Nobody knows universal grammar's precise contents, although this is, at present, an active linguistics research rigor (Bergmann, Hall, & Ross, 2007).

Works of Eric Lenneberg -- a biologist --have supported the hypothesis of innateness of linguistic ability humans possess. After probing into animal behavior, Lenneberg listed down characteristics typical of intrinsically determined behaviors. These behaviors exist in every normal being of a particular species, while learned behaviors do not. For example, the behavior -- walking -- is one for which human beings are genetically inclined; however, they need to specifically be taught how to ride a bike or play the piano (Bergmann, Hall, & Ross, 2007).

Behaviorist Theory and Language Learning

The 'behaviorist theory' addresses spoken language. Language's primary medium is oral; i.e., speech is 'considered language', since several languages exist without any written form. Also, humans speak a language before learning to write and read. Consequently, language is, first and foremost, what one speaks, while the written aspect is secondary. Hence, language teachers need to prioritize spoken language. Behaviorist theory represents language learning and teaching's habit formation model, which reminds us of structural grammatical knowledge acquisition. Our concern with regard to language learning is habit performance and information, rather than problem solving. That is, language learning forms a conditioned reflex, a perfunctory scheme. Hence, it is certainly true that behavioral consequences control language (Demirezen, 1988).

Learning in any form constitutes establishing habits resulting from reward and reinforcement. Reward is positive reinforcement whereas punishment/penalty is negative reinforcement. In stimulus situations, responses are extracted, and when they are positively strengthened through reward, the stimulus-response relationship is reinforced, and the likelihood of response manipulation by the stimulus's appearance every time will increase. Ultimately, conditioning will be yielded. When stimuli's responses are strengthened coherently, habit formation will be established. This is the reason for naming this theory the theory of "habit formation by reinforcement" (Demirezen, 1988).

Naturally, language teaching expects some language learning theories, as language learning is a valuable area embodying the functioning of learners' mental processes and behavior. Individual theories might not be comprehensive models for investigating language learning. Elementary language learning strategies within the behaviorist theory's scope are imitation, reward and reinforcement. But studies on language acquisition have proven that students' imitating of structures verifies virtually no innovation. Further, students differ greatly in how much they imitate. As students don't imitate structures such as words, sentences, phrases, and clauses at an identical rate, their learning will naturally occur at varying rates. Nevertheless, one needs to recognize that imitation proves highly beneficial in acquiring new vocabulary (Demirezen, 1988).

Annotated Bibliography

Wiggins, G & McTigh, J. (2012). Understanding by design to advanced concepts in creating units. Alexandria, VA: ASCD.

While unit designs must validly meet external standards, teachers always desire to bear in mind long-term academic goals: a meaningful, engaging learning experience that promotes learner curiosity and understanding, whilst simultaneously meeting standards. That is, standards themselves do not constitute a curriculum. Curricula work with standards so as to create ideal learning experiences. Standards may be regarded more as a recipe's ingredients, rather than the cooked and ready meal; i.e., they resemble a game's rules more than a strategy for success. Curricula flesh out the ideal ways of honoring one's obligations, whilst making the learning process effective and engaging to the maximum possible extent.

Wiggins, G. & McTigh, J. (2011). Understanding by design guide to creating high quality units. Alexandria, VA: ASCD.

This book targets groups and individuals interested in refining their study unit designing skills based on the UbD (Understanding by Design) framework. It introduces the UbD unit-designing concept, directing readers through entailed processes. It is structured around a group of modules moving from fundamental ideas (for instance, backward design's three stages) to more complex unit design elements (like authentic performance work).

Varela, M. (2010). Current Issues in English Language Teaching and Learning: An International Perspective. Cambridge Scholars Publishing: NewCastle.

The volume comprises of a collection of seminars, workshops, and papers presented in ICELTL1 (First International Conference on English Language Teaching and Learning), held in September of 2008, at Spain's Santiago University, together with numerous important original contributions of other experts involved in that conference. Its aim is representing the opinions of researchers, teachers, scholars, curricula developers, and teacher trainers from across the globe, right from Europe and the U.S. to Japan. It addresses English language professionals, teachers, and researchers desirous of developing and reflecting on their personal practices and knowledge of present English language learning-teaching issues. Current issues in several English teaching areas are provided diverse solutions based on the contexts of work of respective contributors.

Tomlinson, B. (2008). English Language Learning Materials: A Critical Review. Continuum: London.

This book is in the form of a research collection that critically reviews worldwide materials employed in English learning. The first part of the book discusses materials for particular purposes and learners (e.g., self-study, young learners, general proficiency, and academic writing). The second part is a thorough analysis of materials utilized in North and South America, Europe, Australia, Asia, and Africa; it assesses these materials' effectiveness in teaching English to students speaking other languages critically. Considering teachers' as well as students' needs, this book can be applied practically and contributes positively to future research in the area of materials development.

Kim, K. & Yoon, B. (2012). Teachers' Roles in Second Language Learning: Classroom Applications of Sociocultural Theory. Information Age Publishing: Charlotte, N.C.

Yoon and Kim's book aims at providing sociocultural theory's practical applications relating to second language educators' roles. By presenting particular examples of educator roles in class, this book strives to aid researchers, teachers and teacher educators in clearly connecting theory with practice, in the context of second-language teaching. All studies in the edited work are performed in Pre-Kindergarten to college graduation classroom settings. All chapters present precise research analyses in the sociocultural theory's framework, and offer vivid descriptions of educators' roles. The authors intend this book to be utilized in the area of teacher education. The book's primary audience is: in-service educators working with SLL pupils (Second Language Learners); this includes Bilingual or ESL classrooms as well as regular classrooms. As several SLL students receive instructions in regular as well as Bilingual/ESL classrooms, discussing educator roles in each of the two settings is imperative.

Hong-Nam, K. (2014). ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency. Retrieved from: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1045201

This research examined reading strategy utilization and metacognitive awareness of ELLs aged from 14 to 18 years (high-school age) and the link of reading proficiency with ELLs' employment of reading strategies, measured using self-rated proficiency in reading and a standard reading test. Outcomes showed that study participants self-reported moderate overall utilization of strategies for facilitating reading. ELLs favored problem-solving tactics most, followed by Support Reading and Global Reading methods. While strategy use differences by proficiency in reading showed no statistical significance, ELLs exhibiting intermediate reading proficiency reportedly used more strategies. Lastly, ELLs who believed they possessed advanced proficiency reportedly used more strategies.

Hiebert, E. H. (2014). Literacy for a Diverse Society: Perspectives, Practices and Policies . New York: Teacher's College, Columbia University.

The book talks about different arguments by American individuals regarding literacy in school and methods used to teach it to the children. It connects the concepts with literacy and its acquirement including teaching in schools as well as organization, policy and governance within the boundaries and practices of school. A constructivist aspect on literacy, learning and thinking is in the main premise of the book.

Amos, J. (2013, March 11). THE ENGLISH LEARNER DROPOUT DILEMMA. Retrieved from Alliance for Excellent Education: http://all4ed.org/articles/the-english-learner-dropout-dilemma-new-report-examines-consequences-causes-and-solutions-to-high-dropout-rate-among-english-language-learners/

The report talks about the dropout rate of English Learners, their consequences, reasons and solutions to how the dropout rate could be decreased. The report debates about how the health, economic and social consequences threaten the ELL students as well as the general population.

Smith, M. (2015). Fairfax County Public Schools Honors Monitoring Report: Final Report. OFFICE OF PROGRAM EVALUATION.

The Fairfax County Public School report mentions different statistics in which the ELL students increased from fifteen to twenty percent. The school had recently added honour classes to the AP course. The students in FCPS can take different courses according to their levels on the basis of their abilities and interests.

Smith, J., & Varlas, L. (n.d.). Working with ESL Specialists. Retrieved from ASCD Express: http://www.ascd.org/ascd-express/vol3/313-smith.aspx

Teaching the ELL students is a huge challenge that requires training and support to the teachers. Most of the schools do not realize the importance of language learning but the teachers require mainstream support from the schools in order to effectively teach the second language to the diverse students. The report tells about the ELL program in Fairfax County Public School which has a varied and comprehensive program for ELL students. They have a total of thirty thousand divers students from more than 200 countries and representing 140 different languages.

Waters, J. (2007). The universal language Journal (Technological Horizons in Education), 34(1), 34-40. Retrieved February 21, 2009, from Academic Search Premier database.

Immigration has changed the demographics of America and the ELL students have increased to 150% in the schools. Technology however has played its part in the process and is used majorly in the curriculum to help the ELL students learn the language with ease. Different software especially for English Language Learning have been developed that work on the reading skills, speaking and listening diversifying in different methods.

Rioux, R. (2009). English Language Learners and the Development of the English Language Learner Curriculum. All Regis University Theses.

The immigrants in the U.S. are given opportunities to have their children study in public schools and receive good education; the nationalities include children from Australia, Africa, Europe, Asia and South America including several provinces and islands. The teachers in America have a responsibility to assist these students to learn English while assimilating into the new culture.

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (2008). How many school-aged Limited English Proficient (LEP) students are in the U.S. Retrieved February 24, 2009, from http://www .ncela.gwu.edu/expert/faq/01leps.html

Looking at the present demographics of America, every teachers is likely to come across students who have immigrated there and require assistance to learn the English language. A lot of teachers throughout the country do not have proper training to provide guidance to the ELL students and this report talks about the education that would help the students and the providing support to the teachers so that they can conveniently help the students belonging to different language and cultural backgrounds.

Bergmann, A., Hall, K., & Ross, S. (2007). Language Files: Materials for an introduction to languagae and linguistics. Columbus: The Ohio State University Press.

The book talks about the different subfields that required by the teachers to learn in order to help the ELL students; it also offers the basics of linguistics including several disciplines that the teachers should know.

Tatarintseva, A. (2002). Language Learning in the Light of Theory of Learning Styles and Cognitive Styles Theory. STUDIES ABOUT LANGUAGES.

When the teachers' pay full attention to every single student individually and focus on their cognitive and learning styles, everyone gains benefit from them. Learning styles are important in order to understand the individual capacity of a student so that they can be helped accordingly. The paper talks about the importance of learning styles and how more information regarding every individual can play its part in successfully teaching the ELL students.

Demirezen, M. (1988). BEHAVIORIST THEORY AND LANGUAGE LEARNING. Hacettepe universitesi E~tim Fakultesi O~retim uyesi.

Several language and behaviourist theories have emerged over the years that are applicable in acquiring the native languge as well as the foreign languages. All these theories are linked in several ways and have to be applied altogether in order to learn a different language and merge in a different culture.

Supporting English Language Learners with Limited Prior Schooling. (n.d.) Ontario. Retrieved from: http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf

This report talks about the variety of students in Ontario and their growing population over the years and posed challenges as well as opportunities for the educators. Identifying these challenges is important and understanding them for creating strategies would help the teachers in overcoming them. The ELL students with little prior schooling need support that is more concerted; the whole curriculum needs to be designed to meet such specific requirements.

Aydinli, J. (2007). Problem-Based Learning and Adult English Language Learners. CAELA Brief. Retrieved from: http://www.cal.org/adultesl/pdfs/problem-based-learning-and-adult-english-language-learners.pdf

Apart from the young students, there also exist adult ELL students who have immigrated in late years and require assistance in learning the language. Adult basic classes help such students so they can achieve their goals of a job, starting a family, as well as access to further education to settle in a new country.