“ Standardized test items are not parallel with typical classroom skills and behaviors. Due to the fact that questions have to be generalizable to the entire population, most items assess general knowledge and understanding. ”(Hurst) These tests limit many things and cause a huge disadvantage to not only students, but to the schools as well. Scores don't provide very much information when evaluating a student's achievement, a teacher's competency, or the success of a particular school or program.
It is evident that text messaging is alienating English speakers from their native tongue and natives who wish to learn the language as there are so many new words to be learnt due more abbreviations or slang words being constantly added. Many teachers are intolerant to these slangs and abbreviations which the students prefer as the teachers believe that their students cannot express themselves eloquently. Yet, a study by Sali Tagliamonte shows that students who utilize both informal and formal writing in different contexts are developing a kind of blending of conversational registers employed by teens which not be possible without a sophisticated understanding of both languages. Also, many new abbreviations such ICYMI for in case you missed it or TL/DR for too long didn’t read are consistently being added, wasting more time on searching up what they mean rather than actually using them in conversations. Ultimately, yes text messaging influences English but doesn’t ruin the language.
Parents play an important role in their child’s education because they influence their child’s social and cultural development. Despite shaping their children, parents from diverse racial and ethnic backgrounds do not participate in school activities (Hawley & Nieto, 2010). For that reason, teachers come to a conclusion that these families do not value education. However, this is a misconception because there are ethnicities that value education (Hawley & Nieto, 2010, p.71). The explanation for low parent participation is because they feel “unwelcome and uncomfortable in school” (Hawley & Nieto, 2010, p.70).
Wolfran speculates on individuals from higher society view others who speak dialects that are not of Standard English as inferior, “Proponents of the deficit positions believe that speakers of dialects with vernacular forms have a handicap-socially and cognitively-because the dialects are illogical, sloppy, or just bad grammar” (Wolfran 17) Standard English is the main dialect used in schools and for testing such as the SAT. He also explains how not being fluent in Standard English may be problematic when it comes to test taking, “Standardized tests assume that test-takers are proficient in Standard English, and proficiency in other dialects may be defined by standardized measures as disability (Wolfran 87) Not being able to understand the question that is asked could be a correlation to lower test scores. Wolfran criticizes schools that do not accommodate students who speak other dialects by stating, “When schools do not systematically accommodate
Problem behavior is not just externalizing behavior that is disruptive and harmful to others, but can also be withdrawn, internalizing behavior with symptoms such as anxiety and depression. Students with conflict relationships with teachers are more likely to have closeness in their relationships than students with internalizing behaviors. This might be because students who openly challenge teachers are at least seeking contact, while students with internalizing behaviors avoid teacher contact. Similarly, Newberry and Davis found that the close teacher-student relationships of three American primary school teachers depended to a large extent on students seeking contact; pressing the teacher to develop a more personal relationship. Unfortunately, withdrawn students seem to have the particular disadvantage of receiving less
Integration meaning, not excluding English learners from English speakers. Doing so can have detrimental effects on the English learners, because when they are excluded from the regular classroom, they more often than not fall behind the standard. Thomas and Collier state that their preferred method of language education is some sort of bilingual enrichment or immersion. Immersion is when children are taught in two languages, when they begin school, 90% of instruction is in the minority language. This method proved to make the students proficient in both languages.
Although she makes the point that standardized testing does show results for areas of improvement, she does not acknowledge why these tests are controversial, and why some students already start at a disadvantage. People forget that teachers and administrators work for students; this means young children. Students, especially young children, must aim to be strong readers in order to survive in society. Everyday people are mislead and taken advantage of because of poor literacy skills. It is crucial that classrooms terminate the problem early on, not perpetuate it.
These problems will most likely affect a child’s self-determination resulting in a lack of interest in their school work. Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who is not affected by learning disabilities. Making the child attend extra classes may help them with their disability. As a teacher I will do whatever it
Under IELTS, English language proficiency in the schools is measured individually and in group for the four language skills (speaking, listening, reading and writing). The purpose is to enhance English learners’ proficiency where structural and sociolinguistics contents are both required to shape the learning process (Coleman, 2010). Meanwhile, in Malaysia, where our education system is based on exam-oriented system, one may score the best in examination but are incompetent in practicing the language learned. For instance, most of the students scored good result in public examination of English subject.
Framework of the Study McEachern (2014) cited that worldwide, many children struggle at school when the official medium of instruction differs from their native tongue. Children who speak “non-mainstream” languages—languages that are not included in the education system and are often lower in prestige than the school language—are more likely to become frustrated by their limited comprehension, slow rate of learning, and the cultural divisions between the classroom, community, and home (Barron, 2012). Non-inclusive language policies, particularly in education, can marginalize individuals, communities and even whole ethnic groups. This marginalization can have far-reaching consequences. If large segments of society do not have access to meaningful, relevant, and self-affirming education, equality, stability, and even economic growth are at risk.
In middle school it can be hard to actually find people who are going to be true friends because in reality, the other students are still trying to figure themselves out too. One day they are an independent person and the next day they are the total opposite. Race can also have an impact on friendships in middle school. A study performed in 2012 gathered a pleather of information about how race can affect a friendship. Some conflict can occur from these relationships, it just depends on which types of relationships are formed.
He argued that adopted materials might not be the best sources to teach Hmong heritage to Hmong youths because some of the information were often miss-informed and thus created inaccurate accounts of what really happened. The disparities caused confusion and thus information can be articulated inaccurately to Hmong youths who are learning about their history without any historical background. Teachers should empower Hmong Youth by varying their resources from different online sources to ensure that the information is accurate. A teacher should not limit the scope of their instruction to school curriculum but expands on knowledge with multiple avenues of information to participate in academic discourse and allow Hmong students to make their own connections and understanding. Educators need to use multiple sources to engage Hmong students so that information can be articulated accurately as to avoid confusions and misinformation.
In summary, as Latino’s English language learner students lag in communication skills and in science vocabulary, it is vital that educators are knowledgeable on how to prepare the students to compete in the 21st century economy. Poplin and Phillips (1993) argued that often students are wrongfully labeled as “learning disabled” due to what some educators thought as a language difference in Latino English language learners, and inadequately recognizing the relationship between vocabulary knowledge and comprehension of text. On the contrary, Campos, Delgado and Huerta (2013) suggested that educators need to recognize the misconception about English language learners and provide accommodations to support their teaching and learning in the classroom,