A_Chapter+3

=July 1: Snow and Penny, you can also post your comments when you immediately come to this page on that link just to the right of "Edit" where you can interact with the comments of your classmates.=

Concerning LTELLs, in my opinion the problem is more in terms of academic language. Most LTELLs are fluent in their home language and English, but their reading/writing, academic language skills are low, high school dropout rates high and preparation for college or ATC quality careers low. We need better ESL, bilingual/dual, science, and other programs to meet the needs of these students and all students. There are also socio-economic realities that can last for decades, students from low-income families who have not had the opportunity to go much beyond even a middle-school education. Such challenges cannot be overcome by a school reform program with quick goals of supposedly overcoming such challenges practically overnight with "no-excuses" demands requiring change in just a year or two without adequate resources such as increased technology, tutoring programs, summer programs, and lower class sizes. (T. Conrad = = =Long-Term English Language Learners= Sn-Smith Chapter 3 Long-term English language learner are those who have been in the States for more than six years without reaching sufficient English proficiency to be put in mainstream classes. Personally, I cannot understand how this type of ELL population would exist; most people would think if a person lived in a country for six years, they would greatly improve their second language proficiency to near-native levels. I guess this is something special about the USA. Some people can actually live in their own small social language group and have no need to master English at all.