English as a Second Language
Immigrants and their children are one of the fastest growing segmentsof the United States population. In addition, there is also a growingawareness of populations within the United States who have a first languageother than English. This includes the residents of Southwest border townsas well as Native American nations with languages such as Cherokee, Apache, This paper holds that English as a Second Language (ESL) and Englishfor Speakers of Other Languages (ESOL) fulfill an important need for thislarge segment of the American population. Thus, federal and privatefunding should be allocated to ensure the continued existence of ESL In the year 2000, an estimated 1.1 million adults were enrolled infederally-funded ESL programs. However, ESL programs are often constrainedby a lack of funding and limited slots. In Massachusetts, for example,more than 15,000 people signed up for government-paid English classes.When a statewide ESL program was created in New York State, more than 1million people signed up for only 50,000 openings (Sataline). ESL programs serve the needs of students from all over the world. Theprogram at the Lawrence Northern Essex
As the immigrant population continues to grow, there has never been agreater need for ESL programs. Massachusetts, forexample, was forced to close several ESL classes in January 2003 when morethan $10 million in federal aid was diverted to other projects (Cambanis). After enrolling withan ESL program, however, her grades improved dramatically. TheNational Center for Literacy Education reports that chicken- and beef-processing plants in Iowa, Arkansas and Delaware are setting up their ownadult ESL classes. Mark Marand immigrated to the United States in 1974, assumingthe certificate from the English Institute in Iran meant he was fluent inEnglish. Despite the increasing demand, however, serious budget cuts haveforced most states to cut the funding for ESL programs. Other ESL graduates go on to earnAssociate and Bachelor degrees in four-year universities. These programs provide a solid supportsystem for new arrivals to the country. However, many femle students from the Middle East and Indiawere not allowed to read and write in their native countries. More importantly, they haveprovided new arrivals with a springboard, easing the difficult transitioninto a new culture and have helped immigrants achieve higher education andbetter jobs. Many did notpossess the coordination to focus their eyes for reading or to grip apencil. Stefani, a middle-school studentfrom Mexico, floundered in public school, hampered by unfamiliarity withEnglish and parents who did not speak the language. The ESL program staff had to improvise, starting with circles onlarge pieces of paper (Sataline). These programs wereinitially set up to help students attain fifth grade level of Englishproficiency. In this respect, ESL programs benefit not only new immigrants, butAmerican society as a whole.
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