Perceptions of English as a Second Language Teachers

The continuous influx of immigrants from various countries to the United States has led to a need for educators to increase their knowledge and understanding of the process of acquiring English as a Second Language (ESL). The fastest growing student population in U.S. schools today is children of immigrants, largely whom do not speak English fluently and are thus labeled English Language Learners (ELL). Efforts to meet the growing needs of the LEP students have included changes in ESL curriculum design, parent involvement programs, teacher training, and discussions at the government level, nationally as well as in state and local government. World-wide immigration and the pursuit of rights for minority groups have prompted educators to review and revise educational systems, so they reflect the home culture and languages of students from diverse groups. As a result, this trend has posed many questions for educators on the delivery of effective education for LEP students which can produce young adults who are academically adept and responsible citizens.

Autorentext

Dr.Silvia Restivo received a Doctor of Education in Organizational Leadership from Shenandoah University May 2012. Restivo has been in the field of education and counseling for over 17 years. Some of her experiences include school administration, grant writing, school counseling, community counseling, and English as a Second Language.