Equal_Protection.docx POS 500 Equal Protection and Public Education College of Educati

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Equal_Protection.docx POS 500 Equal Protection and Public Education College of Education, Grand Canyon University POS 500: U.S. and Arizona Constitutions for Teaching Candidates Equal Protection... and Public Education K-12 students are classified into various groups, based on different factors. Students can be classified based on English language learners, gender, ability grouping, and race. This paper will show the significance of equal protection for the K-12 students within the classification of English language learners. The categorization of English language learners (ELL) is based on the variation between the students who are skilled in the use of English language and those who are not. This helps with meeting the needs of the students in the classrooms .This paper will summarize the factual background on the classification of ELL, the legal issues, and the equal protection of the requirements regarding ELL. Identification and Classification The definition of an ELL student is a student that was not born in the United States or whose dominant language is a language other than English. Students that have difficulty reading, writing, speaking, and understanding English will have difficulty meeting the states levels of achievement and being successful in the classroom where English is the language of instruction. This definition is based on the students English ability and background information. This data comes from the Home Language Survey (HLS). The HLS is used to identify language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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