How U.S.-born and foreign-born English-learners differ

02/10/2013 | Daily Breeze (Torrance, Calif.)

Foreign-born English-language learners at San Pedro High School in California are mastering the language faster than U.S.-born students who have been identified as "long-term English learners." While no overall statistics are available, one reason cited for the disparity is that foreign-born students may already have mastered their native tongue and can focus on learning English, while the U.S.-born students are learning English while also trying to learn the native language of their parents. "It delays their progress in Spanish and it delays their progress in English at the same time. It ends up almost like a created learning disability," Jill Aguilar, an associate professor of education at California State University, Dominguez Hills, said of some students.

View Full Article in:

Daily Breeze (Torrance, Calif.)

Published in Briefs:

SmartBrief Job Listings for Education

Job Title Company Location
K-12 Teachers Needed at Int’l Schools
The International Educator
Multiple Locations
Learning Assessment Specialist at India's Leading K12 Education Enterprise
XSEED Education (India)
Gurgaon (New Delhi Area)
RFP Specialist, Contract Position
ASCD
Alexandria, VA
Program Officer, Teacher Development
Knowles Science Teaching Foundation
Moorestown, NJ
DIRECTOR OF HEALTH AND CULTURE
BOULDER VALLEY SCHOOL DISTRICT
Boulder, CO