Kids at schools across America are learning English at faster rates than their non-English speaking parents and some kids may have surpassed their parents own educational attainment, which sometimes makes it challenging for parents to help their children with school homework, or even participate at their child’s school. Many parents may not feel like they have a role at the school.

Dr. Stephen Krashen has researched and published work about Second Language Acquisition and particularly in bilingual communities. http://www.sdkrashen.com

Language and Literacy in the ELL population is diverse and complex, but by far, the largest number of English learners is lead by Spanish speakers with more than 82% of all English Learners.

The Latino Family Literacy Project brings out the best in parents and shows them how they can help their children with reading, using their own skill set, and then provides them with meaningful opportunities for parental engagement and second language acquisition.

Teachers are invited to attend a workshop or webinar to help them understand the fastest growing population in America, and the largest segment of the ELL population.

If a teacher does not speak Spanish, try to attend a workshop or webinar with another teacher or staff who does speak Spanish to work together as a team because there is a role for everyone for a successful parent program!

The post Learning a Second Language appeared first on The Latino Family Literacy Project.

Over the past few years, Illinois has experienced a surge in the number of English Learners enrolled in public schools. In an analysis of Illinois’ Latino Demographic by Rebecca Vonderlack-Navarro, a PhD Research and Policy Analyst for the Latino Policy Forum, the state has experienced a 25% increase of English Language Learners from 2004 to 2011, with a majority of English Learners being Spanish speakers – a trend that has stayed consistent for the past decade. In fact, Hispanic students comprise 80% of all English Learners in Illinois and Illinois’ class of 2020 is projected to become the first “majority-minority” group of graduates. However, there is a wide achievement gap between ELLs and non-ELLs and much has to do with the language barrier presented in school classrooms, especially when classes are primarily taught in English.

With such a disparity in academic success between ELL and non-ELL students, there is a need for equal instruction opportunities for ELLs particularly in the form of bilingual and second language programs. In a report conducted by the Illinois State Board of Education on Bilingual Programs and English Learners in Illinois, statistics showed that ELL students that reached satisfactory English proficiency levels through the enrollment of second language programs actually surpassed the scores of non-ELL students on the Illinois Standard Achievement Test for Reading (ISAT), thereby reducing the achievement gap.

Illinois has identified the need for such programs and as a member of WIDA (World- Class Instructional Design and Assessment) is “dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners”. The Illinois School Code provides guidance and stipulations in assessing English Learners as well as determining bilingual program options and placement. Moreover, state and federal funds are available to districts for funding ELL services through Title III. The English Learning Division, a department within the Illinois State Board of Education, can provide more information and assistance regarding the education of ELLs in Illinois.

As to the nature of the programs, the Illinois State Board of Education does not require a particular educational approach to the instruction of ELL students, stating that “a number of different language acquisition models are considered to be educationally sound and supported by scientifically-based research”, allowing districts to be flexible. A program like The Latino Family Literacy Project can help fulfill district needs for reaching out and educating English Learners. Our bilingual programs aim to increase English Language proficiency through the use of effective curriculum, culturally-relevant bilingual books, and parental involvement.

The post Illinois Has Surge in Spanish Speaking English Learners appeared first on The Latino Family Literacy Project.

The Latino community is all about family. This reading program for Spanish speaking parents teaches parents how to help their kids with their reading skills, and they identify with the stories.

Kids have a lot to say about their parents who attend The Latino Family Literacy Project. They LOVE reading with their parents, and they LOVE learning new words and building stronger reading skills.

Parents who speak Spanish are often at a loss when it comes to with reading with their children, especially if they don’t have books in Spanish and English. If a Spanish book is available to the parents, that makes it possible for them to read with their children. But even better, is when the book is in Spanish and English and they have the opportunity to learn English together with their children.

“Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.” Dr. Stephen Krashen, a linguist and professor emeritus at the University of Southern California.

This testimonial video was filmed at Brooks Elementary school to demonstrate that Spanish-speaking parents benefit greatly from participating in The Latino Family Literacy Project at their child’s school site. And you can see that the kids are so proud of their parents when they see them trying and learning a new language. Here we are highlighting the children, because that’s what its all about…..helping children to read for school success.

The post See What English Learner Students Say About Their Parents appeared first on The Latino Family Literacy Project.