Publication Date

Fall 11-21-2008

School

School of Education

Major

Integrated Studies: Elementary--Teacher Certification

Primary Subject Area

Education, Bilingual and Multicultural

Keywords

English Language Learner (ELL), Spanish, No Child Left Behind Act (NCLB), Classroom Arrangement Methods

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Educational Assessment, Evaluation, and Research

Abstract

The instructional demands and pressures placed on today’s educators are constantly increasing, influenced by national and state learning standards, assessments, and changing student demographics. More specifically, the standards of Adequate Yearly Progress (AYP) set by the No Child Left Behind Act (NCLB) require academic gains to be made yearly by all students, including those with significant learning hurdles, such as the language acquisition difficulties faced by English Language Learners (ELLs). While the future of the NCLB Act is debatable, the necessity of effective classroom arrangements and instructional methods is indubitable. In addition, because the majority of this ELL population is made up of native Spanish speakers, a mainstream teacher’s knowledge of the Spanish language proves pertinent in order to better differentiate and individualize instruction.