| The population in America is growing slowly. Although | | | | Training Currently Used for English-Language Learners |
| with overall slow growth, the growth that there is, is | | | | There are several programs that are being |
| mainly among immigrant minority groups. The growth | | | | implemented in the classroom across the U.S. For the |
| leans more toward the large immigration of those | | | | most part, educators and policy makers are not keen |
| coming from Mexico and Central/South America, who | | | | on funding and creating a bilingual classroom, even in |
| are mostly Spanish speakers. With the new families | | | | the overwhelming consensus that some of the |
| that come, they will be seeking the resources to | | | | states in the southwest are growing at a huge rate |
| learn English if they haven't already -- especially the | | | | of immigrant children with Spanish as their first |
| children, whose speaking is essential to advance in | | | | language. |
| elementary and beyond. | | | | But one of the main language program standard |
| There are an estimated 5 million new immigrant | | | | setters, Teachers of English to Speakers of Other |
| children more than what was polled from 1993. Many | | | | Languages (TESOL), created a general outline of |
| of the new prospective English-language learners are | | | | where progress markers should be and have some |
| found heavily in central U.S -- A bit of a shift from | | | | general gauging for primary English teaching. They |
| where mainly the coastal regions saw most of this. | | | | basically have three main stages and are divided |
| Not only are you seeing those children come from | | | | between speaking and writing. |
| immigrant families whose origins are in Mexico, but | | | | The big difficulty is simply finding the separate time |
| you will find refugees with children who are once | | | | and resource during the day for teachers to do |
| Cambodian, Hmong/Laotian, and African nationals. | | | | further teachings. Many bilingual teachers and |
| The immigration rush of new students has created | | | | translators are needed for the movement. The |
| some obstacles for local schools. What was | | | | children will often need special attention since their |
| considered to be normal for large city center areas | | | | native language is not necessarily looked at favorably |
| like Miami and Los Angeles, many suburban and rural | | | | among their younger peers. Many schools now |
| schools are faced with the demand for teachers to | | | | cannot fiscally fund special programs designed to |
| help transition children to speak and perform well in | | | | better blend English-language learners in with regular |
| both their own native and English language. | | | | primary school goers. Until much of the U.S.'s cultural |
| There are more complex issues that go beyond | | | | and political landscape changes, more ingenious |
| simply teaching English. There are socio-economic | | | | teaching methods with teachers and other educators |
| issues that are substantial roadblocks as well. | | | | are needed. |