Impact of ELL Inclusion on Teaching

Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs. Impact of ELL Inclusion on Teaching Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs.

The Scarlet Letter Intro Essay

In the sixteenth century. Puritans immigrated to America from Great Britain in order to get away spiritual persecution. and by the mid seventeenth century they had erected a good established society based on their theological beliefs. The Puritan faith was one of asceticism and geared towards religious devotedness instead than secular ownerships. Puritans followed stiff Torahs which seldom changed with clip. They besides had small tolerance for anyone who broke these Torahs. Persons who did go against these Torahs nevertheless. faced penalty on assorted degrees and would hold to turn out their penitence to themselves and society. The Scarlet Letter. set in mid seventeenth century Boston. portrays such signifiers of penitence from two positions. The writer. Nathaniel Hawthorne. constructs the secret plan to go around around the journey of penitence of two characters: Hester Prynne and Rev. Dimmesdale. Both characters have committed the profane wickedness of criminal conversation toget her. but merely Hester has been punished for it. whereas Dimmesdale has yet to be discovered for his engagement in the misbehavior. Hester’s terrible penalty is to transport the ageless load of the vermilion missive A. a symbol that apprises everyone of her position as an fornicator. and outcasts her from the remainder of society. Even though she is shunned by society. Hester still manages to commit Acts of the Apostless of repentance to expiate for her wickedness. However. Hester is non the lone character who seeks penitence ; Rev. Dimmesdale self-inflicts penalty as a signifier of repentance. Throughout the novel. both characters strive to accomplish true penitence. a feeling of compunction which comes from the psyche. Equally committed as they are to expiating for their wickedness. neither Hester nor Dimmesdale genuinely of all time make the province of penitence. Their failure to accomplish true penitence can be perceived through their similar ends of repentance and their different signifiers of penalty. Through the class of the novel. Hawthorne invariably evinces analogues and similiarities between the journeys of repentance of both Hester and Dimmesdale. Both journeys for penitence terminal in the same topographic point ; failure to experience compunction for their wickedness. In chapter 17. Hawthorne eventually brings Hester and Dimmesdale together in an confidant puting since their committing of criminal conversation. A actual and metaphorical symbol of their parallel journey. The lovers meet up in the wood. a dark topographic point symbolic of immorality. to talk in private for the first clip in old ages about their programs for the hereafter. Throughout the novel the reader has been able to track the Acts of the Apostless of repentance. nevertheless. it has ne'er been obviously stated that these Acts of the Apostless of repentance have been in vain and no true penitence has come from them. Hawthorne decides that in this chapter both characters will blatantly province their fail ure to repent. In this chapter. Hester states to Dimmesdale. â€Å"What we did had a consecration of its own† ( 203 ) . Hester has non merely failed to atone at this point. but she has besides stated that their criminal conversation has had a valid intent. Due to the fact that Pearl has come out of their fornication. she has non wronged in saying this but. any person who has genuinely repented for their action would be excessively contrite to warrant their misbehavior. Literary critic. Samuel Chase Coale. summarizes Hester’s vain journey for penitence by composing that â€Å"her public show of sorrow and repentance†¦ is in world a hollow rite. non echt penitence† ( Coale 37 ) . In analogue. Dimmesdale admits his deficiency of sorrow for his criminal conversation with Hester. Of the two. Dimmesdale journey has been the most strict in repentance. yet. like Hester. his journey of repentance has ended in failure. He openly admits. â€Å"Of repentance. I have had adequate! Of repentance. there has been none! † ( 200 ) . Dimmesdale does non experience the least spot regretful for his wickedness with Hester. Hawthorne parallels their journey for the end of penitence for 17 chapters. until he eventually brings about their ultimate failure. This length of clip allowed the reader to see two similar. coincident journeys which finally ends literally and metaphorically in one topographic point. failure in the wood. a topographic point of immorality. wickedness. and insincere repentance. Although both Hester and Dimmesdale have had a similiar end of true penitence. the inside informations of their journey are wholly different. Hawthorne structures the novel like this for assorted ground. the most obvious being redundancy. If Hawthorne had made Dimmesdale’s and Hester’s journey precisely likewise. the narrative would look highly excess and would lose the involvement of the reader. On the other manus. Hawthorne creates this contrast in their journeys in order to set up some societal commentary. He establishes a journey of repentance through two different struggles. individual vs. society and individual vs. ego. Hester repentance. of class. is established through individual vs. society. â€Å"Spatial relationships. those based on the arrangement of images within the text. uncover a set of constructions and codifications that embody the societal organisation of a community. both in footings of its political orientation and its civilization. How one is seen and for what reasons–and what is being seen–suggest the nature of societal powers at work in early Boston. Therefore when Hester emerges from the prison to stand â€Å"fully revealed† ( 52 ) before the crowd. she is traveling from enclosed darkness to open sunlight. from the present enclosure of her offense into the public regard that has branded her a felon. Hawthorne has made so much of the prison to get down with. nevertheless. that no affair how cherished â€Å"the unfastened air† now seems. to step from that prison and mount the scaffold is to travel from one enclosed infinite to another. each underscored by â€Å"the whole blue badness of the Puritanic codification of law† ( 52 ) as embodied in the people and the magistrates who fasten their â€Å"thousand unrelenting eyes† ( 57 ) upon her. Their eyes go our eyes. for we as readers are as interested in detecting the spectacle. in order to understand precisely what is traveling on. as they are. although unlike us they do so assured of justness in their regard. † In contrast. Dimmesdale. faces interna l struggle in the signifier of individual vs. ego. He self inflicts anguish as a signifier of his repentance in an effort to repent. Both supporter. Hester and Dimmesdale have failed to make a similar end of true penitence through really distinguishable journeys.

The Economic, Social and Political Status of Women

THE SITUATION OF WOMEN The economic, social and political status of women have direct bearings on the level of fertility in any society. Where women s roles are exclusively defined in terms of household management and matrimonial duties, as is the case in Ethiopia, they are subject to the expectation that they replenish the race by bearing a large number of children and assume full responsibility for maintaining them almost single handedly. Since women are, by and large, economically dependent on men, the decision to have or not have children rests, primarily in the husband and his relatives. The conscious but unarticulated realization that not all children born survive, serves as an inducement to high fertility performance in order to†¦show more content†¦Unwanted pregnancy is known to represent a serious problem in this country today although only limited empirical date are currently available. A study conducted in five hospitals in Addis Ababa around 1988 provide sufficient indication that many women resort to abortion year 1985/86, 3244 (55.2%) women out of a total of 6198 cases reporting to the obstetrics/gynecology departments of the said five hospitals were abortion cases. This went up to 58.6% in the reporting year 1986/87. Clearly, this can only represent a very small proportion of women, particularly those of younger ages who seek abortion from unauthorized sources. The conclusion to be drawn from the discussion of the current situation of women in the Ethiopian society is that vigorous steps have to be taken by government to remove all the cultural and social impediments militating against their full enjoyment of fundamental human rights. Raising the status of women involves, inter alia, increasing female participation in the educational system at all levels, removing all social and cultural impediments militating against their competitive involvement in the economy in general and the market place in particular. More importantly conditions must be created to incre ase their access to every amenity that facilitates the development of theirShow MoreRelatedThe Status Of Women Can Be Related When Observing The Economic, Social, And Political Aspects Of A961 Words   |  4 PagesThe status of women can be related when observing the economic, social, and political aspects of a first or third world country. When a country has a good economic position in terms of infrastructure, labor and education, we can relate how much power or social equality will be distributed for each individual. 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A Most Unusual Friendship - 2966 Words

A Most Unlikely Friendship Lindsay Webb ENG121 – English Composition Brandon Bond February 24, 2015 A Most Unlikely Friendship It was spring of my last semester studying at a technical college. It has been a long 18 months and the chill of winter had just lifted. I found myself restless and lonely. I had left a long term relationship just before entering school. I had tried dating some, unsuccessfully. I had given up on finding a friend. When I least expected it the friend I wished for would enter my life. The friendship that would then develop between us was anything but ordinary. This friendship would turn out to be the biggest source of compassion and patience I had ever been afforded and it would also be most unconventional in†¦show more content†¦I had been brought back from Arizona in late December. It took the days in between then and the second week of March the next year to begin to recover. This was only in the most elementary of ways. I had finally been capable of returning to school and thank god again for that. I was studying welding at the time in pursuit of becoming an artist. It was the only sanctuary I had. The loneliness would creep back in quick and I found myself seeking some kind of human connection. This time I turned to the most common source for that in this day and time. There is a large number of individuals who turn to Facebook daily to meet a need for social interaction. It has been my experience that the vast majority of â€Å"friends† on Facebook are the people who attended high school with me. This was initially a bit interesting. I could see how people had changed. I was surprised at how many I didn’t even remember. I looked in on them to see what they had become in their careers and families. I of course sought to find an old flame or two. This was all short lived and took only a small amount of time till I found I had no more exploring that could be done. I had been in the habit of going on for a few days maybe once or twice for less than a week every month or so. I would peek in, get bored and see it was not of much use. I woul d delete my profile and disappear again until I needed another â€Å"fix† of some personal interaction. My friends became familiar with my here one moment, goneShow MoreRelatedOf Mice And Men By John Steinbeck Essay1595 Words   |  7 PagesLennie. The central point of the book is their unusual relationship. Their relationship establishes one of the most important themes of the novel, the importance of companionship and loneliness. Their relationship helped me to understand that they both rely upon their friendship to survive as they are completely different from each other. Lennie depends upon his friendship with George to make the correct decisions. George relies upon the friendship with Lennie to plan for the future. 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However when on their own men were likely to be attacked so the fact that George and Lennies friendship is unusual is quite strange. When considering the personalities of George you can see why he travels with Lennie. He does not merely travel with Lennie he almost Read MoreIn Cold Blood And Lord Of The Flies Analysis1479 Words   |  6 Pagesworld, that understandable and lawful world, was slipping away†¦(Lord of the Flies, 91)†. This quote shows that Ralph was feeling like he was losing control of the situation and everything was slipping away from him out of his grasp. The reader can most likely connect to a moment where they once felt themselves losing control of a situation and can therefore relate to the character. Another example of a relatable quote in this novel is when the narrator makes the simple claim of, â€Å"The greatest ideasRead MoreCharacter Juliette Ferrars From The Shatter Me Series By Tahereh Mafi1534 Words   |  7 Pagesitself as the novels in the trilogy progress. 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From my perspective, there can be friendship with different species which s eems unusual and yet it exists. If it weren’tRead MoreThe Relationship Between Huckleberry Finn And The Former Slave Jim910 Words   |  4 PagesDuring the time of slavery, there wasn’t much interaction between whites and blacks. Most African Americans in the southern states were under slavery, and had certain limits they couldn’t break. The relationship between Huckleberry Finn and the former slave Jim, was very unique and complex at times. During their trip down the Mississippi, Huck’s conscience was catching up to him. Knowing and embracing the consequences of helping a slave run away, Huck and Jim always stuck together throughout theRead MoreThe Theme Of Revenge In The Merchant Of Venice1118 Words   |  5 Pagesvengefulness is one of the main character traits present in a sizable number of characters and the main moral message is that revenge is a poor choice. While other themes in the play are present in the plot and moral message and the themes o f love and friendship are more prevalent in the majority of the characters, revenge plays a more significant role in the play. These factors lead to a play that is centred around the theme of revenge. The plot of The Merchant of Venice is centred around the revengeRead MoreCharlottes Web Essay examples748 Words   |  3 PagesCharlotte, being his good friend, resolves to help him. She things for days and finally has an idea. She uses her ability to spin webs to weave the words SOME PIG right on the web, which are bold and large. According to the thoughts of most people, only humans can have the skill to write, so they are surprised to see the words and their interest immediately centres on Wilbur, making him the centre of attraction on the barn. Charlotte weaves the words TERRIFIC and RADIANTRead MoreRatatouille Film Analysis1023 Words   |  5 Pagesshared by Remy. This is when another major character, Linguini, is introduced. Linguini is a young, dorky, and universally relatable new busser at Gusteau’s. He is ordered to capture and take out Remy, and this is when the friendship between Remy and Linguini forms. The unusual pair go onto realize that Remy is a useful resource in helping talentless Linguini cook and work his way up to chef status. The rest of the movie showcases their journey, failure, and ultimate success together navigating Gusteau’s