The Inclusion of Limited English-Proficient in Florida’s K-12 Content roomsSummary
A mandated agreement between League of United Latin American Citizens (LULAC) and the Department of Education (DOE) was made to identify and monitor the inclusion of limited English proficient (LEP) students and its staff development in Florida.1 Both parties agreed to incorporate the ESOL strategies into LEP content instruction. Aiming to monitor the progress of LEP students at all levels, the creation of the Office of Minority and Second Language Education (OMSLE) in the DOE was authorized to maintain a database that supports the whole plan.
Considering that inclusion policy is widely promoted in order to replace other teaching models, it requires a unique strategy for the progress of LEP students. For this reason, the effects of incorporating the effectiveness of ESOL programming for LEP students in Florida district have been studied since the mid-nineties.
Based on the research findings, there are obstacles that hinder the adaptation for inclusion of LEP students in the full program of the schools in Florida. According to some English experts who teach English as a second language, there should be a wide array of program options for different LEP students such as categorizing LEP students that has an elite educational backgrounds in their mother land, those with almost no literacy and innumeracy knowledge, and those with special psychological needs such as those who has been separated from their family members or has been traumatized by war, etc. In fact, a lot of researchers and related professionals strongly believe that strictly promoting only one program model for all types of students is never a good idea.
Proposed Test for Placing Students in a Language Program
For the oral exam, provide the student(s) with reading materials and allow them to read out loud. It is advisable to get the student one-on-one with the teacher when conducting the oral test to ensure that students do not experience
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