The growing number of English learners living along the border between the United States and Mexico continues to raise concerns among the stakeholders in the education sector. Considering that the community of people living along the US and Mexico border are classified among the minority groups in the US, it is critical to understand the kind of challenges that this community experiences in its attempts to have its members learn the English language. Unlike students living in other parts of the country, the group of students living on the US and Mexico border are often faced with a number of difficulties and struggles such as cultural differences and lack of sufficient learning resources (Bronk & González, 2011). Students living along the borders are surrounded by Spanish speakers among other languages and this makes it hard to acquire more proficiency in English language. In this kind of a situation, the students who find themselves learning the English language other members of this population living along the US and Mexico lack sufficient motivation and are often discouraged by different circumstances (Spradley, 2014).
The education community must address the challenges experienced by English language learners living along the borders by supplying them with necessary resources and systems. This will allow such learners to increase their level of comprehension and use of English language, thus enabling them to compete fairly with learners from other parts of the United States (Huensch & Thompson, 2017). Moreover, it is critical for the education community to understand the urgency of the need to address some of the concerns that are presently troubling this population living in Texas and along the borders between the US and Mexico. In that regard, the education community needs to have a broader and deeper understanding of the cultural needs of this population of learners before building more appropriate and effective educational programs and curriculum to aid in learning the English language. In addition, the education community ought to familiarize itself with the different learning resources such as books and learning aids that are uniquely required by this population of learners to boost their comprehension of the English language (Romo, 2016).
Delegate your assignment to our experts and they will do the rest.
This population is in an area where it is influenced by two different cultures, and this makes it hard for their children to perform well in schools where English is the main instructional language. Thus, it is critical to examine and analyze some of the factors that inhibit the acquisition and use of the English language as a second language for the children living and studying along the United States and Mexico border. It is worth, noting that the English language is usually regarded as the second language for most of the children belonging to the population along this border since a large number of them have close ties with the Mexican culture. Some of these children are forced to cross the border moving into the United States territory on a daily basis to attend school (Ganster, Lorey & Lorey, 2008). In facilitating the investigation of the issues and concerns raised in relation to the learning of the English language among children on the United States and the Mexico border, the adopted research design will involve an ethnographic qualitative study. As such, the research design will focus on interrogating and evaluating the cultural elements that hinder the acquisition of English language among children living along this border. Furthermore, the researcher will carry out classroom observation as well as performing interviews to acquire the necessary data and information. The research design approach to be adopted in this study will also entail the researcher carrying out frequent visits to the classrooms to interact with the participants and know them on a personal level.
References
Spradley, M. (2014). Toward estimating geographic origin of migrant remains along the United States-Mexico border. Annals Of Anthropological Practice , 38(1), 101-110.http://dx.doi.org/10.1111/napa.12045
Romo, H. D. (2016). Mexican Migration to the United States: Perspectives from Both Sides Of the Border . University of Texas Press.
Ganster, P., Lorey, D. E., & Lorey, D. E. (2008). The U.S.-Mexican border into the twenty First century . Lanham: Rowman & Littlefield.
Huensch, A., & Thompson, A. (2017). Contextualizing Attitudes Toward Pronunciation: Foreign Language Learners in the United States. Foreign Language Annals , 50(2), 410-432. http://dx.doi.org/10.1111/flan.12259
Bronk, C., & González, B. (2011). Mexico-United States Border Security: From a Bilateral to A Truly Binational Policy Process. Latin American Policy , 2(2), 152-181. http://dx.doi.org/10.1111/j.2041-7373.2011.00038.x
