Biases and Discriminations in English Language Learners - Essay Example

This application essay aims to use a group of 489 students in my school for the evaluation of the biases and discriminations they experience as scholars of the ELL program- in Mexico. Students that did not pass the AZALEA also apply in the identification of the significant gaps in their learning.

One of the most pervasive discriminative factors is the inequality aspect of the learning and overall experience of the ELL. States such as Mexico are least likely to benefit from the experience than California, Texas, Florida, and New York where despite the number of students available, every one of them gets adequate learning. In Mexico, a school having 489 students is at a great disadvantage, and acquiring adequate learning for each student means engaging in judicial battles over finances, state budgets, and education policies. The limitation of funds contributes to the failure of the tests because the ELL program appears inefficient without the required resources. Typically, such students lack the learning opportunities and equity similar to groups in New York or other extensively populated states (Richard, 2007).

English Language Learners' education states are in control of most of the processes involved in the selection of services and evaluations at the different levels but even with poor experiences for such a group in Mexico; it is not much of an option. The populations continue to grow but the approach in ELL education is always the same i.e. the 489 students will experience known challenges, and fail the AZALEA test and this will continue to the next group without a provider of solutions. Most of the focus is on standards and accountability yet the resources and investments required in attaining this experience major flaws that create a wide gave in overall achievement (Payan, 2014). This is a prime predisposition of the ELL education and instead of focusing on the overall challenges of the program on a state level; ample attention should be on facilitating consistent professional support, preschool programs of high quality, and other basic struggles among students, and in schools such as the intellectual climate (Smith, 2009).

Different reports, research, and studies identify these discrepancies offering recommendations, most of which the state governments agree with. However, the focus is always on achieving accountability and standard while the ‘elephant in the room’ is the ELL costing-out and budget. Moreover, students, teachers, and professors do not get the necessary forum to raise their grievances, concerns, and suggestions for solutions. The state’s policymakers and education leaders discern the students and teachers hitherto their vast potential in providing solutions to development, equity, and increased opportunity (Rock, 2008). Read More