Relevancy of the Program Review
The topic of my research is to find out why English Language Learners (ELLs) have struggle throughout most of their education with literature, language and shows that the two are closely related. This close relationship is obvious because from all indications, literature presupposes language. It is inconceivable to discuss literature without reference to language. But going by the traditional practice at the secondary school level in El Centro Elementary School District, there are indications that Literature and English Language are treated as two separate school subjects. By this dichotomy, the Literature teachers, to a large extent, pre-occupy their teaching period with the teaching of the stories, the contents and the socio-cultural, economic and religious implications of the prescribed literary texts without placing much emphasis on the language components of the texts (Richard C. Ihejirika vol 3). In the end, some students have been found to have done very well in the Literature exams but perform poorly in English Language. It was, therefore, suggested that the relationship should be explored and exploited in order to enhance effective teaching and learning of Literature and English Language at the secondary school level so that the learners would possess high level of proficiency in the use of English Language, which would ultimately contribute immensely in addressing the seeming poor academic performance at the secondary and tertiary levels of education at (ECESD).
The curriculum goals will set up sound, meaningful staff development to improve England Language Learners in writing and literacy. These development days are the foundation for researching, learning about and planning good, solid curriculum. This valuable time can also be used to analyze student data, determine the validity of current future programs, and what instructional strategies are working or for that matter not working. Another aspect that should be placed within the planning process is that of the future. This can be done by asking a few questions; 1) where should the ELD student be in three years? In five years? In ten years? 2) Can the current curriculum take them there? 3) What skills do teachers need to improve on within the next three years? 4) What essentials elements must be placed in the school to improve on the well-rounded student?
To have both a well-rounded student in both academics and citizenship the school must first be well organized. The staff which includes the front office, must know their role at the school and be committed to it. The staff must be able to work as a team by collaborating to solving school issues. Another element that must be present is a solid behavioral management program. Students can’t learn if they are distracted or feel unsafe so an informative plan, that is collaboration with the administration, teachers and parents, will ensure a positive learning environment for all. Finally the last element...