Educational policies Essay

Thus, procreational policies in the country instigate the development of education programs developed with the ultimate purpose of improving position proficiency and faculty member performance among students. Perhaps the most significant policy is the No nipper Left Behind Act implemented in 2001 that implys guidelines on linguistic process precept. This policy mandates that all school evaluate the English diction competencies of students, and students who give not meet set standards will undergo fast skip educational programs that will help them learn adequately and cope with their peers.(EPE question Center, 2004) By and large, the entire point of the issue is that government policies concerning language education affects the success and achievement of ELLs. A government that supports bilingual education helps ELLs to concur access to quality education and emerge successful from their undertakings. Changes in governmental and affectionate trends influence the learnin g content of ESOL programs simply beca neighborly occasion the practical use of the English language by ELLs in the real world requires that they atomic number 18 excessively awargon of current social and political issues.Their aw beness of social and political trends allow them to not and use the English language moreover to use the language to relate with other people, peculiarly since social and political issues are two of the most common topics of conversation. At pass on time, for instance, most people use the Internet for socialization through social networking sites such as Facebook. To familiarize ELLs with social networking, learning content should include English name used in cyberspace or in Facebook for that matter, so that they would be able to move in the online community.In terms of student factors, the heathen backgrounds of ELLs may significantly influence their ability to adjust, learn, and participate in the ESOL program. There are various stages in cul tural allowance wherein one initially experiences feelings of enthusiasm and elation. When an individual begins to realize the great differences surrounded by the superannuated and saucy close and has trouble of coping or adjusting to unfamiliar with(predicate) cultures, he experiences hostility and retirement. Through time, an individual learns to adjust until he in the end adapts to and accepts the new culture.At times, people undergo re-entry when they climb down to their old ways or culture. (Hernandez-Gantes & Blank, 2008) For ELLs, it is extremely important to understand these four stages of cultural adjustment in the beginning of the ESOL program in order for them to reverse aware of what they will come to experience as time passes. In doing so, ELLs know the challenges and difficulties that lie ahead and thus, are prepared to handle and spank them. Consequently, language learning becomes less stressful or complex.However, cultural adjustment, as well as student par ticipation and learning involvement of ELLs, are influenced by their beliefs, ideologies, judges, attitudes, etc. as dictated by their culture. For example, ELLs who belong to cultures that value family ties and tradition may experience difficulties in adjusting to a new culture and thus, affect how their participate in class and adapt to the learning process. This is especially the case for ELLs who go to other countries to learn the English language.The distance surrounded by them and their families may become a source of distraction due to loneliness and depression that ELLs might feel, disabling them to focus on their studies, learning, and adapting to a new culture. For ELLs, understanding the roles of culture in cultural adjustment, student participation, and learning, enables them to assess or evaluate what part of their culture interferes with their learning of English. In doing so, they will be able to realize the importance of setting aside cultural differences and prior itise their personal learning goals and objectives.The last sub-competency requires ELLs to determine strategies and methods to increase their multicultural predisposition. multicultural sensitivity refers to an individuals responsiveness to cultural differences, allowing him to understand that pitch and diversity are unalterable. This also allows him to understand his own culture in relation to other cultures as a means to reconcile differences. (Dana, 2005) By and large, multicultural sensitivity influences the achievement of other competencies already mentioned.When an individual learns to understand, accept, and heed other cultures, it will allow him to appreciate his own culture, adapt to a new culture that speeds up cultural adjustment, and ultimately, embrace his learning tasks and responsibilities change magnitude his student participation, learning, and chances for success. Furthermore, it is also important that in discussing issues in multicultural sensitivity in an ES OL class, the topics of universal ethics and human rights should be discussed to enrich the learning process by means of making it globally relevant and practical. remainder Ultimately, the competency and sub-competencies previously discussed covers the social, cultural, and political aspects of ESOL due to their roles in making English language learning relevant, efficient, practical, and purposeful. These competency and sub-competencies do not dwell as well as much on the technical aspects of learning the English language notwithstanding on its practical uses as a means to express and transfer with other people, and understand current global or local issues and situations that are affecting the state of the people.Although these competency and sub-competencies were intended for the accomplishment of ELLs, these are also important pieces of information that the teachers and educational institutions should be aware of. These competencies not only ensure that ELLs will be able to achieve learning goals and objectives of ESOL but also ascertain that the teaching process designed, including the learning content, instructional design, teaching strategies and approaches, and so on, are in line with the competencies in order to like a shot help students in accomplishing them.ReferencesCorson, D. (2001). Language Diversity and Education. Hoboken, NJ Lawrence Erlbaum Associates. CePH. (2006). Competencies and Learning Objectives. Retrieved from Council on Education for Public Health, 1 Aug 2009. http//www. ceph. org/files/public/Competencies. pdf Dana, R. H. (2005). Multicultural Assessment Principles, Applications, and Examples. unexampled York, NY Routledge. http//old.collierschools.com/hr/certification/studyguides/ESOL%20K-12.pdf