Secondary ESL (English as a Second Language) learners experience tough circumstances when they enroll in school in the United States. Most secondary-age ESL students present educators with unique challenges and constant educational monitoring/instruction throughout their middle to high school career. Often times, many content specific educators do not have the time to re-structure their lessons in order for the ESL learner to comprehend and understand the material. They are required to cover specific topics throughout the year and they do not have the time to slow their pace for ESL learners. Many ESL students need extra guidance in developing their English language and proficiency skills, especially in content level classes. Unfortunately, secondary school literacy skills are more complex and more embedded in subject matters than in primary schools. Therefore, many ESL students struggle with the basic concepts before they can even begin to comprehend the content material. Many educators struggle with strategies and concepts to guide the ESL students in succeeding and passing their classes. I would like to develop a plan for assisting teachers who teach ESL students who are flagged with a language proficiency of non-English proficient, especially with their pay tied to the test scores of the ESL student in their class.
Idea No. 259