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ELL And English
ELL And English
Contents
TOC o “1-3” h z u HYPERLINK l “_Toc380421171” Sociocultural Influences on ELLs PAGEREF _Toc380421171 h 1
HYPERLINK l “_Toc380421172” Bilingualism and Home Language Use PAGEREF _Toc380421172 h 2
HYPERLINK l “_Toc380421173” Parental and Community Resources PAGEREF _Toc380421173 h 2
In American schools, the number of English Language Learners (ELL) has doubled in the past 20 years and the number is still increasing. The education of ELLs emerges as one of the most vital issues facing American educators. ELLs are a vast and growing proportion and this is not going to change soon since ELLs emerge as the fastest growing population in American schools. On average, ELLs usually underachieve compared to the English-speaking peers in the academic domains, and the achievement gap tends to increase with the grade level. In helping the ELLs, educators require all the resources within their disposal in meeting the challenges that ELLs encounter. This assignment will cover sociolcultural influences on ELLs, bilingualism and home language use, community and community resources and ways of improving partnership with ELL families.
Sociocultural Influences on ELLsSociocultural factors influence the manner in which individuals interact with others. Children that are brought up in a dominant culture fathom what kind of behavior is anticipated in school and in other social situations. ELL students are usually forced to deal with a vast many adjustments; a new home, country, and school among others. At school, ELL students usually struggle learning a new language and social expectations of their peers and teachers (Maxom, 2009). The sociocultural pressures become increased in case the ELL students do not have other students coming from their native origin whom they can interact with, and who can understand them. Because of sociocultural differences, an ELL student is likely to struggle in understanding the American curriculum and related teaching styles. Besides, an ELL student is likely to face a “cultural load”; learning of dictionary meanings and the mainstream meanings of same words. On the other hand, parents become influenced by sociocultural factors not only in coping with a new society, but also in coping with other members of their culture, and how they interact with the emerging aspects of culture.
Bilingualism and Home Language UseDeveloping bilingualism is crucial and is more than just teaching a second language. Tutors need to view ELL students as persons with a culture, background knowledge, and prior knowledge. The chief goal; of bilingualism is teaching a student English while at the same time appreciating the student’s native culture, which entails the student’s capacity to write and read their native language (Maxom, 2009). Students that continue developing their native language as they acquire the English language have an advantage of learning the second language faster. For example, an ELL student that is fluent in writing and reading his native language will also have an easy time in understanding how to write and read the English language. Because of this fact, it is exceedingly crucial getting the student’s parents engaged in the learning of their child, and creating a working association with their parents. Use of the native language supports ELL students emotionally making it easy to relate issues regarding English as a second language. Therefore, bilingualism should be highly encouraged in the American schools due to the fundamental role of the home language (Maxom, 2009).
Parental and Community ResourcesThere are various community and parental resources that are vital for the acquisition of English. One of the resources available is the External to ED. OELA has developed with organizations such as the National Coalition for Parent Involvement in Education (NCPIE) in an attempt to support the ELL in acquiring English. The OELA works in conjunction with other organizations in focusing on the definite needs of parents of ELLs. Another resource is the Within ED; this resource also involves parents of ELLs in the learning process of their children. This is essential in enhancing the acquisition of the second language and overall academic achievement.
A partnership between schools and ELL families can be improved through the integration of cultural traditions of the ELL families in school. This will help the ELL families feel appreciated in the school since their cultural traditions are scheduled as part of the school’s culture. Parents of ELL students are likely to cooperate with such schools. Creating a welcoming environment for ELL families is another way of enhancing the partnership amid the school and the ELL families. This can be done through the school ensuring that ELLs are visible. This may be through photos and student work, lessons that incorporate their traditions and experiences, and faces of staff and volunteers coming from similar backgrounds with that of ELLs. A school can also improve the partnership of ELL families with the school through appointing ELLs parents to engage in school activities; for example, ELLs parents can be appointed as members of the school’s parent teachers’ association (Maxom, 2009). This will depict how the school values the ELL families, thus enhancing their partnership with the school. In addition, a school can improve the partnership through ensuring that the enrollment process is manageable for ELL families. Because enrollment may be difficult for ELL families due to policies to be read, forms to be filled, and available programs, school should make it an easy process to the ELL families. This move will enhance the partnership between the two.
References
Maxom, M. (2009). Teaching English as a foreign language for dummies. Hoboken, N.J: For Dummies.
Elizabeth I of England
Elizabeth I of England
Name of the Student
Name of the Institution
Introduction
One of the renowned women in history that I would like to meet and talk to is Elizabeth 1 of England. Born in 1533, by King Henry VII and she started ruling England and Ireland in1558. She ruled until 1603 when she died. Throughout her lifetime, Elizabeth 1 relentlessly fought against numerous social and political challenges (Heller, 2013). The manner in which she tackled the challenges makes her admirable, and many people today would like to meet and talk to her. Her achievement in enhancing art, music, poetry and literature is also admirable (Heller, 2013). The aim of this paper is to explain the reasons why I admire Elizabeth 1.
Body
One of the key reasons why I admire Elizabeth 1 is the manner in which she fought against and overcame stigmatization and rejection in childhood. Her mother, Anne Boleyn, was accused of adultery and was beheaded after directions from her father. Elizabeth 1 was associated with her mother and as a result, she lost her title as a princess (Heller, 2013). She was just two years old when her mother was beheaded. Despite her age, she managed to overcome the rejection and stigma that she faced from the members of the society and fought for her name and title as a princess (Heller, 2013). The manner in which she managed to fight and acquire her title in the society at a tender age lives a lot to be desired.
Secondly, Elizabeth 1 was able to live and cope with his father, without acquiring negative values from him. As a young girl, Elizabeth encountered numerous bad acts of his father. King Henry constantly engaged in bad acts, such as beheading of innocent people and political machination (Oxford University Press). He was also infamous of marrying and divorcing many wives. A good example is the beheading of Elizabeth’s mother, which resulted after political machination. Before taking leadership, Elizabeth lived next to her father and tried relentlessly to prove that she would continue with his legacy (Oxford University Press). When she took leadership, she never replicated the bad acts of his father.
Thirdly, overcame the societal norms that required kings and queens to have heirs. When she took leadership, Elizabeth was persuaded to get a husband and bear children, according to societal norms. However, she refused to do so and decided to remain single throughout her lifetime. This explains why she is regarded as ‘the virgin queen’ (Oxford University Press). She was later asked to select an heir who would take her position after her death. She did not select any heir and kept the question open instead. In 1963, Elizabeth stated that she intended to follow her nature, rather than the intended norms (Oxford University Press). Until her death, Elizabeth used a diplomatic approach to the issue to overcome pressure from the society to marry or select an heir.
Lastly, Elizabeth 1 is remembered for her support for art, literature, poetry and music. In English history, the reign of Elizabeth 1 is regarded as the ‘golden age. She loved and encouraged people to engage in art, literature, poetry and music, which ultimately led to their abundance. In response, many people used artistic skills to praise her (Heller, 2013). For example, Faerie Queene is a poem that Edmund Spenser wrote to praise Elizabeth 1. She also supported artistic work that reflected the culture of Tudor dynasty (Heller, 2013). In her support for art, literature, poetry and music, Elizabeth contributed immensely to enriching and keeping of record of cultural elements of Tudor dynasty that would be explored by future generations.
Conclusion
Overall, Elizabeth 1 has a rich legacy that is admirable to many. As noted in the above analysis, she encountered numerous challenges during childhood, which threatened to derail her ability to become her father’s heir. Despite this, she fought relentlessly at a tender age and eventually became a ruler. Despite living close to her father, she did not acquire negative values from him. She also overcame norms that threatened to derail her leadership. Lastly, her love and support for art, literature, poetry and music enhanced richness and longevity of culture of Tudor dynasty, irrespective of the fact that she did not choose an heir. Her braveness and achievements admirable and this explains why I would like to meet her
References
Heller, J. (2013). The Mother’s Legacy in Early Modern England. Burlington: Ashgate
Publishing, Ltd
Oxford University Press. Elizabeth I: Oxford Bibliographies Online Research Guide. Oxford:
Oxford University Press
Elizabeth Bishop’s life and works
Name
Institution
Course
Date
Elizabeth Bishop’s life and works
Introduction
Born in Worcester, Massachusetts in February 8 1911, Elizabeth Bishop was among the best poets in the world. Before she could even celebrate her first birthday, her father died and her mother experienced a sequence of nervous collapse. Her mother had to be taken to a mental hospital, thus permanently separated from her only baby, who was only five. Bishop was later taken to nova to live with her grandmother and later went to live with the family of her father in Boston and Worcester. Bishop attended walnut school, which was near Boston throughout her high school years and later at Vassar for her bachelors. Bishop was close to the Vassar librarian despite their age and she gained her poetic skills.
Bishop skills were influenced by a couple of people including Gerard Manley Hopkins, George Herbert, and Moore, where her first work emerged in the magazine of Vassar undergraduate Con Spirito that she had aided in founding. Elizabeth had chosen medicine as her career, but turned to poetry as a result of influence from Moore. Moore had published various poems done by Bishop in 1935 in an anthology entitled Trial Balances (Corelle and Laurel 73). When residing in New York, Bishop wrote her first full-grown poem like the man-moth and the map. Bishop lived occasionally in Europe for about three years before buying a house in 1938 in Key West in Florida.
Various New York publishers had rejected her several times, but one of her first poetry volumes the North and South was finally printed on 1946. The North and South introduced themes that were vital to Bishop’s poetry and they included landscape and geography, natural world and its connection to human, knowledge questions and perception, and the inability or ability chaos to be controlled by forms. In 1947, Randall Jarrell introduced Bishop to Robert Lowell, who turned into her lifelong friend (Walker and Cheryl 67). The Prize of Houghton Mifflin saw the North and South poem selected from about 800 entries for publication. Success continued following Bishop and in 1950, Bryn Mawr college awarded her the Lucy martin Donnely fellowship and later from the American Academy of Arts and letters attained an award.
In 1946 Bishop In her book North and South, she gave Mifflin the privilege of publishing the book as she undertook psychoanalysis. The analysis was a result of pilgrimage, which Bishop was to undertake that year to Nova Scotia fifteen years later. After all the trips she made to Nova, she wrote to her colleague and friend Lowell and stated “If I am not fulfilling my destiny and get wrecked, too, I think I can turn it into an article or maybe a poem or two” (One Art 221). The pilgrimage she made was very essential for her artistically and psychologically. The pilgrimage made her for the first time face her past unswervingly. There were various poems like “the prodigal”, “the moose”, and “the cape Breton”, that were as a result of this pilgrimage visit.
Bishop tried to write about the sable island, but never managed to complete it. The thought of writing about this island was after she went on a sea voyage to tour the world. The journey ended prematurely as Bishop went to Brazil and made that her home. Brazil was comfortable and she felt like she was home. Brazil made Bishop reflect about her home Nova. The stay at Brazil made her write a conclusion to Lowell about the experiences of Brazil stating “What I am really up to is re-creating a sort of de luxe Nova Scotia all over again, in Brazil. And now I’m my own grandmother” (Words in Air 676).
Bishop travelled to South America in 1951, where she traveled to Brazil to see the Amazon and made that her home for about Eighteen years. Bishop entered into a lesbian relation with Lota de Macedo Soares, who gave her life love and stability, and developed homes in Rio de Janeiro. In 1955, her second volume of poem named A Cold Spring appeared. The second collection was after an agreement between Bishop and Mifflin, where the first collection of Bishop Poems was supposed to be featured in the second collection. The Cold Springs won the Pulitzer Prize in 1956 (Schwartz and Lloyd 79).
After the Cold Springs was published, Bishop exhausted three years interpreting Helena Morely diary, an admired Brazilian work entitled Minha Vida de Menina. Helena’s life reminded Bishop of her life in great village and translating Helena’s work made her reflect on and write about her childhood. Many of Bishops poems were set in Brazil and a decade later various poems were collected in the Questions of Travel in 1965. The third book of Bishop included both her childhood reflections and poems about Brazil, which was her new home. Life became hard for Bishop in Brazil as Lota was involved in running various projects and this took her attention and time (Walker and Cheryl 95). Bishop relocated to Washington University, where she exhausted two semesters and later went back to Rio. As a result of their separation, both Lota and Bishop suffered psychological and physical distress and were hospitalized. Bishop regained health and travelled to New York and waited for Lota to regains hers and travel to New York. In September 19 1967, Lota arrived in New York, but later that night she died at the age of fifty-seven after taking an over doze of tranquilizers (Schwartz and Lloyd 87).
After Lota’s suicide, Bishop began living in the US and at Harvard University went ahead to become a poet-in –residence in 1969. The death of Lota affected Bishop terribly, but she went to publish and write. By the end of 1969, Bishop completed publishing Complete Poems. The Complete Poems included some of Bishop previously published works and other new sets. The Complete Poems won the prize of National award in 1970. Bishop had tried to reestablish herself in Brazil, but it was tough without Lota and she went back to New York. Bishop went to teach at Harvard University. Bishop started a close friendship with Alice Methfessel in 1971 and went to end after the death of Bishop in 1979. The last collection of Bishop published in 1976 was Geography III (Dodd and Elizabeth 105).
Geography III that included poems like “One Art” and “in the waiting Room”, made Bishop win the award of Neustadt International. Bishop remains to be the first and only American writer to receive the Neustadt Prize. Bishop served in the position of chancellor from 1966 to 1979. Bishop later passed on in October 9 1979 in Cambridge Massachusetts.
Conclusion
Bishop spent a lot of years scripting a single poem and spontaneity. Bishop recreated her worlds of America, Canada, Europe, and Brazil as she was committed to an accuracy passion. Eschewing self-pity, Bishop’s poems thinly concealed her estrangements as an orphan, woman, lesbian, a rootless geographical traveler, an alcohol and depression sufferer and a regularly hospitalized asthmatic patient. The attribute that Bishop possessed is what all female authors should adorn as a way of achieving success. Bishop never joined the women movement, and in fact was hostile towards such movement. Many of her fans after her death wrote in her eulogy that she had hid her private life from her work.
Work Cited
Bishop, Elizabeth, and Saskia Hamilton. Poems. New York: Farrar, Straus and Giroux, 2011. Print.
Corelle, Laurel S. A Poet’s High Argument: Elizabeth Bishop and Christianity. Columbia: University of South Carolina Press, 2008. Print.
Dodd, Elizabeth C. The Veiled Mirror and the Woman Poet: H.d., Louise Bogan, Elizabeth Bishop, and Louise Glück. Columbia: University of Missouri Press, 1992. Print.
Elizabeth Bishop, One Art: Letters, ed. Robert Giroux. New York: Farrar, Straus, Giroux, 1994.
Schwartz, Lloyd, and Sybil P. Estess. Elizabeth Bishop and Her Art. Ann Arbor: University of Michigan Press, 1983. Print.
Thomas Travisano, ed., Words in Air: The Complete Correspondence Between Elizabeth Bishop and Robert Lowell. New York: Farrar, Straus, Giroux, 2008.
Walker, Cheryl. God and Elizabeth Bishop: Meditations on Religion and Poetry. New York: Palgrave Macmillan, 2005. Print.