C913 Task 2.docx Task 2 Two distinct groups within the United States population are

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C913 Task 2.docx Task 2 Two distinct groups within the United States population are families in poverty and English language learners. Families that have students considered as English language... learners get defined as students who cant comprehend English nor communicate with the rest of the group or in this case class. The family of the student has a background where speaking another language is more common. These students require extra help to comprehend learning in English. The term used for this group is called ELL. The challenge posed here is that 10 percent of U.S. public school students struggle with the English language, while just 1 percent of its teachers are qualified to instruct them. ( Limited-English Students Test Public Schools, 2013) Therefor the student has limited English proficiency. Finding teachers who are bilingual to help is very rare as well. The kids in the class can not receive the one on one attention all English fluent students will get. According to recent studies, “10 percent of U.S. public school students struggle with the English language, while just 1 percent of its teachers are qualified to instruct them.” (Limited-English Students Test Public Schools, 2013) They also concluded that there is only “one ESL instructor for every 150 ESL students” (Limited-English Students Test Public Schools, 2013) Apparently this will be a struggle for all ELL students until Americas teachers have grown enough to help. Families in poverty are considered to b. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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