This essay is about another group of English learners, LEP, Limited English Proficient. They have different needs than other students. - - Donna Poisl
Julia Brock
The face and voice of public schools in the United States has drastically changed in most of America in the last 30 years. Classroom dynamics, methods of teaching and pedagogy, have been evolving and changing in recent years and so has the student body. It has been my experience, after teaching in public schools in both Arizona and Colorado, that meeting the needs of immigrant and Limited English Proficient (LEP) students is an increasing focus in countless schools around the country.
Students who are considered LEP require different techniques and methodology than what most teacher-preparation programs emphasize, and meeting the needs of these students is often viewed as a ‘problem’. At this point, many of the needs of LEP students are not being met, especially their linguistic needs, due to an unexpected high rate of immigration, unsubstantial funding, and teachers that are not properly trained to teach LEP students. These unmet needs of LEP students lead to an inability to assimilate socially, poor academic success and high drop out rates.
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