Student Success after Completing ESL Program
The demand for learning English as a second language in the US is evidenced by the long lists of enquiries for the program in almost all district schools in the country. This is due to continued immigration into the country by non-English speaking residents. Over a period of the last five years or so, the demand has tripled according to statistics from the US National Center for Education Statistics. A substantial amount of most states’ budgetary allocations are dedicated to the ESL program. Though, not all states release the allocations the few that do portray the investment depth into this area (Larry, 2007).
Ventura is a region found in California in the U.S., situated in the southern coastline. The county has a close association with Spain since the 16th century, when many Spaniards occupied California. This had a direct influence on the culture of the region as well as the language. Following Spanish colonization ending in the 17th century, the region oriented itself towards integration into the main American culture and language, a factor that led to teaching of English to the inhabitants to enhance communication with their counterparts in other regions. At around the same time, there was an upsurge in demand for the English language almost in all parts of the world following colonization by the British as well as increased trade between England and other states in the world over (Barbie, 2011).
The purpose of this study will be to identify student success after completing English Second Language (ESL) program in case of Ventura County, CA. Even though few studies have been done concerning the success of ESL in Vantura Country, the researchers will aim at establishing the variables that affect the success of ESL to students, especially after completing the course. A cohort will be created from each High School in Ventura County, comprised of students participating in ESL programs. Class rosters for each of the County’s High Schools listing all students enrolled in the ESL program along with their current contact information will be obtained. According to Rand California, there were 11,906 9th grade, 11,374 10th grade, 11,266 11th grade and 11,561 12th grade English Learner Students in Ventura County in 2010.
The hypothesis of this paper is that students have not been successful after completing English Second Language (ESL) program. The expected challenges in this resaerch are: Tracking students after they leave the school system. To overcome these challenges, an incentive for completing the survey each year may be a good way to encourage participation such as gift certificates or prizes.
Even though this will be a theoretical model, the costs and manpower linked to the research will be addressed. Stratified sampling would be applied, taking into consideration age, gender, and grade level. This will help create a sustainable sample size. It is suggested that 25% or 11,526 total students or 2,881 from each class would be included in the cohort. Students from all grade levels will be obtained, drop out rates monitored, the records of their currrent reading and writing level for the last 8 years will be followed. A 4-wave study will be applied to include the class of 2012 to 2015.
Success is refered to as the achievement of certain goals in the society. People measure success by establishing specific targets, of which achieving these targets is defined as success. Success is a qualititative variabale which cannot be computed. However, other measurable variables can be applied to measure success. In this paper the word success has been used to imply achieveents made by individuals after undergoung the ESL programs. For instance, students who obtained employment, or improved their personal and houshold incomes were said to be successful. The following indicators of success will be monitored and scored: Highest level of college course work or vocational training completed, employment status, personal and household income. The measurement of success will be based on an index construction – a point value will be assigned to each question. Each answer would be tallied and a score of 5+ indicates the participant has achieved “personal success”. We will watch for empirical relationships, perhaps all students that took some four-year college courses all have a greater chance of achieving success.
Investing in ESL is important to the Vantura Country because it will help develop better citicens. English language is the common mode of communication, and imroving the language status of people will help reduce conflcits which may be brough about by communication failures. On the other hand, students with no English background are able to learn in English based schools after completing the ESL classes. This has improved the performance of satudents at school. Achieving better grades at school is the dream of every academicains. Teachers also find it easier to teach students after learning the ESL program. This is because students get better understanding of the concepts taught at class. It is worth noting that teaching ESL has improved the economy of the country. When the ESL students get employment after school, the economy of the country is improved because the living standards of the people improve (Crystal, 2004).
Students fluent in English language easily integrate into the American society, and are able to communicate more easily with their peers as well as in the workplace. Statistics indicate those with the ESL have successfully participated in the economic development as they are able to work in all sectors without experiencing any language barriers. Students are able to perform better in exams, and therefore reach the highest levels of academics which in turn translate in better jobs and remunerations (Randolph, 1987). Significant economic improvement of the Ventura County has been realized courtesy of the inhabitants’ proficiency in the English language as they readily interact with people from other parts. The importance to invest more in ESL can therefore not be taken lightly.
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