School Programs for Chinese English Language Learners (ELL)

SCHOOL’S PROGRAMS FOR ELL
Student’s Name
Institution Affiliation
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Professor’s Name
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Question 1
Preschool, daycare center in Downtown, New York City prefers dual language policy for students to learn Chinese language addition to English as being their first language. The dual-language curriculum will integrate academic learning; engage in activities and play to explore the Chinese language alongside Chinese culture and traditions. Dual language philosophy offers young students a stimulating and comfortable environment for effective early childhood development (Rinaldi & Samson, 2008). The language policy guides children through a child-centered curriculum that enhances curiosity encourages learning, and develop important social skills such as the second language tradition and culture.
Question 2
Determining language use varies from one grade to the next grade. Students start using the second language, such as Chinese, in writing, speaking, and learning from kindergarten to grade two. They start taking evaluations and assessments in both languages. For instance, on the English language scale of achievement (0-100), the language minority students score around the 20 mark (Brisk, 1999). However, in the ESL pullout children, their progress is faster than children in transitional and dual-language programs. According to Brisk (1999), ESL students use all languages and perform tests in both languages in grade six. In grade 11, students have enough skills and social skills in all languages. They speak all languages well and carry out tests to evaluate their performance scale. The tutors evaluate children's achievement on a two-way bilingual education scale of 0-100. Students in the transitional and dual-language programs generally perform better than other programs such as late-exit transitional, early-exit transitional, and ESL pullout programs.
Question 3
Students never receive instruction on the same lesson in different languages. Teachers give students instructions in the same language. Students never receive instruction on the same lesson in different languages, even on different days. Children need a stepwise development of social skills, and therefore, they learn the same lesson according to the allocated day (Brisk, ...