English as a Second Language Essay

The United States has long been viewed as the Land of Opportunity for numerous decades. Despite the numerous challenges that the country had to face within the recent years, this date of the United States has not wavered. Hundreds of thousands of people from all over the world keep up to flock to the United States to try their luck, and to provide their children a brighter future than what they could invariably ca-ca in their respective countries of origin.The continuous stream of immigrants into the country, and the fact that nearly of these immigrants come from countries where side is not the national language, it is no longer operose to come across an individual in the streets who either speaks no face or has a limited mastery of the language. This is despite the fact that thither has at present been a rise in the number of countries that get down now started programs to help train the younger generations, and even adults, to become silvery and angiotensin-converting e nzyme to speaking, reading and writing in the English language. In many states in the country, particularly those located along the U. S. Mexico b tell apart, the number of individuals who are unable to speak, read, put out English fluently outnumber those that do (Carreira 2000 Lipski 2004 U. S. English Foundation 2005). As a result, the U. S. government activity has taken measures to establish a set of guidelines and standards for qualification pedagogics English as a Second Language (ESL) in schools within the United States, especially in public school systems situate in areas within the U. S. Mexico border such as South Texas. This root aims to present and evaluate the standards that have been applied in the country with regards to the teaching of ESL in schools in the United States.The story would also present the precedent classroom setting, standards and method of teaching of ESL in school facilities in the country. These elevated standards would and then be compar ed to the current standards and methods that is observable in ESL teaching facilities in the country. Based on the discrepancies, recommendations would then be provided at the end of the paper in order to ensure that the ideal standards are realized.The Academic doing Gap Issue In order to understand the importance of the rating of the standards and method of teaching ESL in classrooms implemented by the U. S. government, a punctuate on the different events that have led to the creation and implementation of these standards should start be provided. The population of students enrolling in school systems around the country has been dramatically changing since the 1990s. Because of the rise of the number of immigrants relocating in the United States, the ethnic backgrounds and origins of these students have become more diverse such that the ratio of the number of primeval English speakers in classrooms against non-English speakers is 110 (Short 2000).The diversification of the st udents in monetary value of their ethnic backgrounds has resulted to an observable division between communicative and non- communicatory students, particularly when it comes to the take aim of their performance in academics. Research studies have shown that non- primeval English-speaking students constantly battle in achieving the same academic performance and standing as compared to their congenital English-speaking peers, which has come to be known as the Academic motion Gap.Based on the studies conducted in reference to determining the factors which has resulted to the presence of this faulting between students in school systems of all year levels, researchers have firm that the primary factor for the presence of this gap is due to the lack of development of the English language on the part of the non-native English-speaking students (Jia, Eslami & Burlbaw 2006 Lavin-Loucks 2006 Rumberger & Anguiano 2003).The Implementation of ESL Standards Since its discovery, the U. S. government has made addressing the Academic Achievement Gap one of its major concerns. This has then resulted to the passing of the Educate America Act in order to issue to the needfully of non-native English-speaking students to increase the standards of their academic performance within the classroom. As a result of the passing of this act, the Teachers of English to Speakers of Other Languages, Inc.(TESOL) developed a set of guidelines to serve as standards which would be implemented within the classroom setting (Short 2000). Altogether, there are nine ESL guidelines that have been naturalized by TESOL to be implemented in academic institutions doneout the country. These guidelines were created in order to meet three specific objectives. The first of these three objectives is to provide non-native English-speaking students the ability to communicate within their amicable settings.Because of their limited mastery of the English language, non-native English-speaking students become withdrawn and non-participative in classroom discussions. Through the ESL standards established by TESOL, these students would be able to develop speech act behaviors which would, in turn, allow them to participate more during class discussions, comprehend the subject upshot organism discussed by the instructor and be able to convey themselves during social settings (Hafemik, Messerchmitt & Vandrick 2002 Short 2000).The second objective is to allow non-native English-speaking students the ability to win and excel within the academic institution. Regardless of the ethnic background of the students being handled, the expectations held by instructors to their students remain the same. By being able to provide the needs of non-native English-speaking students, they would be able to meet these expectations which include the completion of assignments by dint of both written and oral methods (Hafemik, Messerschmitt & Vandrick 2002).The third objective TESOL aims to achieve throug h the implementation of ESL standards in academic institutions in the United States is to provide non-native English-speaking students the ability to use the English language in a room that would be considered by their native English-speaking peers as socially and culturally correct. While it is true that a number of immigrants relocating in the United States have some form of mastery of written and oral English, the manner as to how the language is used by such immigrants may be considered by native English-speaking individuals to be rude and unacceptable.As such, the guidelines established by TESOL aims to correct the misuse of the English language in this manner by guiding non-native English-speaking students not just in becoming fluent and adept to the English language. The guidelines and standards would also aid in the teaching of the meet means of communicating using the English language such that their native English-speaking peers would regard as proper and appropriate (Sh ort 2000).