How to implement dual language programs in already established Dissertation

How to implement multiple lyric programs in already established elementary schools - Dissertation ExampleThis shortcoming has both topical anaesthetic and far-reaching effects ranging from immigrants who try to make themselves understood to the business person who must negotiate with immaterial governments (Firoz, Maghrabi & leeward 2002). Leon Panetta, Director of the Central Intelligence Agency, stated, To stay competitive in the global golf-club, the U.S. needs much nation with foreign language proficiency (Picard, 2010, para. 3).Although the population of the United States has expanded through several generations of immigrants, command of foreign languages is not as prevalent in the United States as it is in other countries in the world. For Example, in the European Union, more than 50% of the population is functionally communicative in their native language improver one more (Hulstrand, 2008). Data from the 2007 American Community Survey captured information on language exercise by members of the US population (U.S. Census Bureau, 2010). Less than half (42.7%) of 5- to 17-year-olds had position-only speaking ability. More (72.4%) 18- to 40-year-olds were English-only proficient, and even more (78.3%) of individuals ages 41 to 64 historic period were English-only proficient. Of those 65 years old or older, 32.6% spoke only English (U.S. Census Bureau, 2010).There is a need to increase the numbers of students who are proficient in a second language in addition to English. Beginning with entrance into school at 5 years of age, and continuing through high school and beyond, students could benefit from a dual-language instruction (DLI) or two-way engrossment (TWI) program. Lindholm-Leary and Borsato stated, High school students who participated in the TWI program developed high levels of academic competence and motivation, ambitions to go to college, companionship about how to apply to and get into college, and pride in bilingualism (p. 1). Student s who participate in TWI programs become proficient in more than one language into adulthood and are able to contribute a global society (Estrada, Gomez, & Ruiz-Escalante, 2009). Denver, carbon monoxide, maintains a largely monolingual school district at the foot of the Rocky Mountains. The district is considered to break a high-mobility population students in this school district move over moved more than once, and up to troika times or more in any given school year (Denver Public Schools DPS, 2010). The Colorado Student Assessment Program (CSAP), implemented in 2002 to address the standards imposed by the No kidskin Left Behind Act of 2001 (NCLB 2002), is the state-mandated test that all students from Grade 3 through Grade 12 must take. NCLB obligates every teacher to be highly qualified in their specialty subject(s), including reading. Fifth-grade English language learners (ELLs) and English language proficient (ELP students in largely monolingual public schools in Denver ha ve consistently shown little to no progress in reading (DPS, 2010). What little progress has been reported by the CSAP since 2005only a 9 dowery-point median growth for students crosswise the district, regardless of ethnicity (Colorado Department of Education, 2011)is cause for concern. From a starting level of 46 percentage points in 2005, students CSAP scores in reading have lift and fallen unpredictably. In 2006, scores for progress in reading rose to 49 percentage points. In 2007, scores for progress in reading plummeted to 42 percentage points. Scores rose to 53 percentage points in 2008 and fell again to 50 percentage points in 2009. Finally in 2010, reading across the district rose again to 55 percentage points (DPS, 2010). The DPS district is not the only one in the state or any other state with high numbers of ELLs who are experiencing reading problems (Goldenberg,