SolteroChapter1

=Chapter 1 - Critical Issues in Second Language Acquisition= __Schoolwide Approaches to Educating ELLs__ by Sonia W. Soltero

Here are some big ideas from Chapter 1:
 * Some second generation ELLs are neither fluent in L1 nor L2.
 * The demographics show that a high level of Latino students are children of poverty.
 * According to the research, it's easier for adolescents and adults to learn a second language than for younger children
 * Just because an ELL student can carry on a conversation, that does not mean that they will be successful on high stakes tests or in content area classes where there is a high demand for academic vocabulary.
 * Schools need to become more aware of the global society. Second and third languages will become a necessity to communicate and compete globally.
 * The myths helped us articulate what we already knew; the research may not help us change people's minds.
 * It's important that students from non-English speaking homes continue to use their L1 at home so that they won't lose it.
 * We as educators need to provide support for parents who are not native English speakers so they will feel welcome in our schools.

Here are some big questions we had:
 * Would an ELL do better in a predominant English district because of the wealth of models?
 * Is it language or socio-economic or both that affect a student's ability to acquire a new language?
 * Are ELL students being identified as special needs students due to language issues?
 * When is it easier to acquire a second language - in childhood or in adulthood?
 * Why do we require that students learn a second language in high school and college when the predominant culture is against bilingual education?
 * How can we debunk the myths? How can we convince others that they are myths?