New York Schools Use Innovative Strategies to Teach English to International Students.

The New York State's new regulations are imposing the use of new rules to be implemented in many schools across the states. That will transform the learning process of international students in many schools. The purpose of this new regulation is to enable the students to have a better understanding and transition to English speaking. Some of the schools, like Public School 160 in Borough Park, have mastered a new concept of teaching English. This includes the use of pictures and words embedded next to them, which is meeting the new regulation. However, the new rules are posing a significant challenge to the current academic regime.

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The New York State's new regulations anticipates for a higher degree of expectations to be implemented across schools. However, the truth of the matter is that the current school curriculum is far behind these expectations. The regulations aim to improve the academic standards of students learning English, who are left far behind by their peers at school. As a result, this concept seeks to fuel the rate of English graduating students in time. This indicates a critical point of concern that needs at most attention to the matter.

As Harris, (2016) observed, more than 10% of the New York students are English learners. This indicates a critical need for better strategies implemented to ensure that the English learning students get a better experience from the leaning. Despite the rollout of New York State's new regulations, many schools are still struggling with the issue of resource management. This has forced many schools to comply with the State's Regulations partially. Harris, (2016) further outlines that most of the international students are being left behind despite the trust embedded in the system.

During my first hand working at Harrison elementary school in 2017, I witnessed the struggle of 5th grade none-English speaker, on how she was neglected in the classroom and a socially by her peer. Her efforts to understand the teachings in a general education classroom without a proper translation services, depended on another Spanish student who did her best to translate what she could capture. This was not helpful to both the students, since most of the content slipped through their hands. As a result, the system needs to accommodate means and features that will enable every student to accomplish their goal of learning English with little difficulties.

The new system requires a better reform where teachers and students interact one on one in learning English, similar to the teachers at P.S. 160 school (Harris, 2016). This is more effective, as the students get first-hand information as compared to the hundreds of hours that students spend receiving English instructions outside the class. Furthermore, this new system seeks to ensure that students experience the effectiveness of leaning in a diverse environment.

Despite the efforts paid by the new system, there is a downside that is not explicitly addressed by the New York State's new regulations. In many cases, it is cumbersome to find or hire licensed teachers in this domain. Despite the effort paid by the new system, there is little to offer to teachers aspiring to become permanent English teachers.

In many cases, teachers who wish to change their license to make them teach the English language are exposed to several factors that may affect their career. This including chances of losing their job. Never the less, most of the qualified senior teachers are faced with the possibility of being demoted due to junior teachers. This step is highly insulating them from venturing into the demanding English subject.

Most of the teachers are locked down in getting licences that would allow them to teach English. Never the less, the government is playing a feeble role in this case. As a result, this has insulated many teachers from getting in to this domain. However, the government should take the responsibility of paying for teachers to receive additional licenses. This will reduce the burden endured by teachers in getting an extra license. On the same token, the government should take into consideration the need to offer incentives to teachers, as a way of encouraging them to teach English subject to international students.

Conclusion

In conclusion, the system is not factoring in teachers as significant stakeholders. As a result, many teachers are afraid of losing their job due to inadequate regulations governing them. The system fails to advocate for the teachers thoroughly, which makes most of the international students learning English to be left behind.

Reference

Harris, E. (2016). New York Schools Struggle with New Rules to Help Students Learning English. Retrieved 13 September 2019, from https://www.nytimes.com/2016/05/09/nyregion/new-york-schools-struggle-with-new-rules-to-help-students-learning-english.html