PHENOMENOLOGICAL STUDY OF BILINGUAL EDUCATION IN RELATION TO INTERNATIONAL STUDENTS’ PERFORMANCE IN K-12 EDUCATION

My research is “PHENOMENOLOGICAL STUDY OF BILINGUAL EDUCATION IN RELATION
TO INTERNATIONAL STUDENTS’ PERFORMANCE IN K-12 EDUCATION’.
So we really need fous on K-12, my paper is not clear enough, professor mentioned the statment and purpose is not match and so many other issue too. please correct the whole, I knew my paper talked about college impact but I just want focus on K-12 now.
I believe the problem is NOT ESOL teacher lack of training, is the regular teacher lack of ESOL training.
ESOL issue- main ideal
ESOL teacher shortage. The number of ESOL has risen about 5 million up to 28% nationally from 2000 to 2016. According to U.S. Education department reported at least 35 states has a shortage of ESOL teacher. (This we are on the right track).
Millions of those ESOL students are spending much of their days in general education classrooms, often with general education teachers not specifically trained to work with them. Students with language barriers often struggle in general education classrooms when teachers do not understand their needs. too often students with language barrier are seen as something separate from general education. (The whole paper saying we lack of trained bilingual teacher, but the fact is the general teacher need to be trained with ESOL knowledge, they never go through professional EOL training, they need corporate with ESOL teacher to set up the plans). This needs to correct immediately! Please make sure correct the whole paper and alignment is must matching the problem statement and purpose statement, I believe that is the reason professor do not understand the issue, because she doesn’t understand why professional ESOL teachers still lacking its own professional skills)
General education teachers who work with students with language barriers need to know how to do three things well: Read and understand individualized education plans, teach suitable level reading, and keep families informed about their students’ progress. The teacher must know the details of reading instruction and vocabulary development to give students opportunities to connect with the curriculum. Both suggest that building and district-level administrators, along with teachers, need the training to support the inclusion of English learners.
In a study published in the National Association of Secondary School Principals Bulletin, Hiatt and a colleague collected data on teachers’ perceived preparedness to work with English-learners. (Need reference citation if you gone use it)
“Language development is important and crucial and should be incorporated, but … culture should be the starting point,” Hiatt said. “They need to know relevant ELL-specific background” such as each student’s native country, prior education, and literacy level in their first language.
“All of that information informs what they’re going to do in their classrooms,” Hiatt said.
Hiatt also recommends that schools focus on inclusive leadership, not just teaching strategies; research indicates that, to help students, succeed, school administrators must be equally prepared to support the teachers and students.
That may include developing plans for sustained professional development and avoiding one-day or short-term workshops. Schools should opt instead for training that focuses on helping general education and English-as-a-second-language teachers co-plan lessons and share and analyze data.
Mary Lynn Boscardin, the president of the Council for Exceptional Children, an international organization dedicated to improving the educational success of students with disabilities and gifted and talented students, said most teachers have the content knowledge to work with all students. Where they need support is in developing strategies to collaborate and communicate with families and colleagues.
Before the shift to more inclusion, “each teacher had their own classroom, they were pretty much … isolated,” said Boscardin, a professor of special education at the University of Massachusetts, Amherst. “Now we’re transitioning into a teamwork framework.”
Teachers working with English-learners must be aware of the similarities and differences between first- and second-language development, and the importance of nonverbal communications and visual aids in language acquisition; recognize the difference between conversational language and academic language—the vocabulary that helps students understand story problems or science concepts, which can be difficult for native-English speakers to grasp and is often even tougher for ELLs; and, perhaps most importantly, teachers must recognize that the cultural norms of their classrooms may be vastly different than what students experience at home.
“They need to support the soft skills of teachers in understanding the backgrounds of the students they work with, the cultures, the families, the socioemotional needs, the challenges they face in the context in which the children live, is really critical,” Samson said.
Administrators must prepare new teachers, even those who had preservice training, to work with English-learners or special education students, because they “have no idea what they don’t know,” Samson said. “They are going to walk into the classroom on that first day and be shell-shocked.”

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