M#238416163The support for English as a second language in the K-12 Education System 2022

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1 The support for English as a second language (ESL) for K-12 students within the Latinx Community in El Paso school district 1. Introduction Learning institutions in the USA lately report a growing ethnocultural diversity. While it is an opportunity for social-economic programs, it compounds pressing challenges, especially for ESL (English as Second Language) students. ESL students struggle to learn English because they are accustomed to their native languages. Likewise, educators face unprecedented challenges in teaching ESL students, especially those from minority and immigrant communities such as Japanese, Chinese, and Latinx communities, because they lack bilingual skills. Therefore, teaching ESL students is a multifaceted problem facing learning at all tiers, from elementary to higher education. The multifaceted challenge characterized by struggling students with ESL requires overhauling the pedagogical systems to ensure the best possible results for ESL students. Recognizing that individual linguistic and cultural strengths present a solid learning foundation helps students to learn and communicate effectively in English. Individual efforts by all learning stakeholders, including parents, students, teachers, education administrators, and community members, can reinforce students’ academic outcomes. In addition, curriculum content, community resources, instructional strategies, assessment, and cultural responsiveness require coordination to support educational outcomes for the students. However, the main challenge is that educational institutions face funding shortfalls to finance bilingual education. For example, many elementary schools lack sufficient resources or

2 are in an environment whereby bilingual education is complicated. Without resources and support for bilingual education, ESL students will underperform their counterparts with English as a first language. In this research, the main focus is to explore the literature on the educational disparities and complexities involved in teaching ESL students. The research also establishes holistic recommendations for learning institutions to implement. While proposals may have limitations, educational policymakers should adopt a combination of holistic strategies, including sufficient funding and a better learning environment, to realize the best outcomes of bilingual education. 2. Literature review Background Over the years, the USA has received ethnocultural immigrants from all different parts of the world (Ziegenfus et al., 2014). Many immigrants in the USA gain citizenship through naturalization. Many ESL speakers come to the USA as immigrants (UnidosUS, 2022). However, statistics from different authors agree that most ESL speakers were born in the USA to immigrant parents or from ethnocultural minorities (Ziegenfus et al., 2014; UnidosUS, 2022). For instance, people from ethnocultural minorities such as Latinx communities use their native language and English as their second language. From the statistics, 76% and 56% of the students from elementary and secondary schools were native-born (Ziegenfus et al., 2014; UnidosUS, 2022). Therefore, this presents racial and ethnocultural diversity as the main reason why many students from minority groups are English as second language speakers. Statistics have shown that over 55 million Americans use English as a second language (Ziegenfus et al., 2014). According to polls, 19.7% of English as second language speakers have

3 a close family member speaking another language besides English ( Zeigler & Camarota, 2019 ). Of the 55 million, 24.2 million are above five years and do not understand English (Ziegenfus et al., 2014). The 2010 census reports show Spanish is the most spoken language besides English. Other common languages used by minorities are Chinese, Japanese, Russian, German, Italian, French, Vietnamese, Polish, and Portuguese (Ziegenfus et al., 2014). The language data reflect the significance of supporting bilingual education in the USA. The studies indicate that most ESL students immigrating from other countries are yet to develop English literacy and communication skills because of their mobility from their motherland to the USA (Ziegenfus et al., 2014; Umansky et al., 2018 ). In addition, research has underscored that developmental characteristics also come into play with the immigration of students into the USA. For example, mid-level ESL students must learn a foreign language (English) while simultaneously experiencing significant psychosocial, biological, and emotional changes caused by environmental changes fueled by immigration (Ziegenfus et al., 2014; Jimenez, 2022; Umansky et al., 2018 ). Therefore, these ESL students encounter challenges communicating, writing, and reading in English. Additionally, the little or no training of teachers to use bilingual educational strategies has also complicated the teaching of ESL students. In other words, the shortage of teachers with bilingual skills undermines efforts to implement bilingual programs in educational institutions. Hence, this is a significant challenge that educational stakeholders must confront and address. Without countering ESL's unprecedented challenge, the country will not address educational inequalities facing minority students. Studies have revealed many inequality outcomes facing ESL students (Ziegenfus et al., 2014; Jimenez, 2022). For example, most ESL students

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4 underperform in numeracy and literacy. Therefore, this exposes the significance of confronting ESL students' significant challenges. Studies have found that educators hardly bring the linguistic strengths of bilingual education into the classrooms (Jimenez, 2022). From the studies, ESL students often summarise and translate complex documents for family members (Ziegenfus et al., 2014; Jimenez, 2022). Such students bring relevant and complex literacy skills to American schools. However, educators hardly exploit those skills brought by these students. The authors agree that teachers should develop instructional strategies that will help teachers to excel in learning institutions (UnidosUS, 2022). Effective instructional strategies are culturally responsive to the student's needs. While it may take time for the students to develop English language competencies, educators and policymakers should develop pedagogical skills and strategies to engage with ESL students effectively. Target population The focal group targeted in this project is the K-12 ESL students within the Latinx community in El Paso School District. The main reason for selecting El Paso is that it is a school district in Texas, neighboring Mexico, with a vast population of Latinos (Jimenez, 2022). Because El Paso is a border town, it is a top recipient of Latino immigrants. In addition, El Paso is among the biggest Spanish-speaking and low-income populations. The Spanish-speaking population (Latinos) is among the most underserved in El Paso and the USA. Recent statistics by Pew Research Center (Mora, 2022) show that Latinx students are set to represent a third of the student population by 2030. Latinx community is also the fastest- growing minority group, poised to replace Caucasians as the largest ethnocultural group by 2030.

5 According to Pew Research Center (Mora, 2022), the highest fertility rate rests with Latinos across the USA. Hence, the highest birth rates explain why Latinos will become the largest ethnic group before the end of the 21 st century. The persistent rise in the Hispanic population across American schools suggests that success of the Latino students is critical for the social-economic progress of the students (Jimenez, 2022; Mora, 2022). In some states, such as Texas, school districts, such as El Paso, have recognized the special needs of the Latinx group. For example, El Paso is investing in dual- language programs. From the research, these bilingual initiatives help address the academic gap between regular students and ESL students from the Hispanic community (Jimenez, 2022; Funk & Lopez, 2022; Noe-Bustamante et al., 2020; Mora, 2022). Education experts and advocates also argued that dual-language programs and supportive educational environments are crucial in enhancing the educational outcomes of these students. However, Latinos (Hispanics) face unprecedented educational challenges because of various social factors, including discrimination and racism. In addition, social-cultural boundaries, including language barriers, deter Hispanics from being at par with other students from other ethnocultural groups (UnidosUS, 2022; Jimenez, 2022; Funk & Lopez, 2022; Noe- Bustamante et al., 2020; Mora, 2022). Most Latinos are not fluent in English. Instead, they are fluent in their native language (Spanish). Because English is the dominant instructional language, Latinos are often disadvantaged because most have little English literacy (UnidosUS, 2022). Therefore, this demonstrates why it is essential to give special interest to this demographic group. Distribution of the Hispanics across the USA

6 Recent statistics by Pew Research Center exposed Latinos as the youngest ethnocultural and fastest-growing group (Jimenez, 2022). Places such as Georgia and North Dakota, with the fastest and historically small Latinx group, have recently seen dramatic growth. In Harris, Texas, the Latinx population expanded by over 363,000 people within ten years (Funk & Lopez, 2022; Jimenez, 2022; Noe-Bustamante et al., 2020). The large growth in the Latino population in Harris was larger than in 23 states across the USA (Krogstad, 2016). The latest census data on school-going children established that New Mexico had the biggest Latinos representing 61.1% of the population, followed by California and Texas at 52.2% and 49.1% (Noe-Bustamante et al., 2020; Funk & Lopez, 2022). Other states with huge Latinx populations are Nevada, Arizona, and Colorado, at 44.3%, 41.4%, and 31.7% (Jimenez, 2022). Statistics by Pew Research Center (Nora, 2022) also reveal that Latinos are concentrated in the states with the highest landmass across the USA. According to education experts, schools must recognize cultural diversity and adapt to varying cultures across the Latino community (Funk & Lopez, 2022; Jimenez, 2022; Noe- Bustamante et al., 2020). Hispanics account for 62.5 million of the population (Noe-Bustamante et al., 2020). Of these 62.5 million Latinos, Latinos of Mexican origin represent the biggest Hispanic group representing over 60%, followed by those of Puerto Rican origin (Jimenez, 2022; Noe-Bustamante et al., 2020). Other Latinos immigrated from Cuba, Dominican Republic, Salvadoran, Guatemala, and Honduras (Krogstad, 2016). Therefore, this shows that most Latinos are from Latin American countries. Lived experiences and educational challenges facing ESL Hispanic students

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7 The Latinx group is among the most underserved and underserved ethnocultural groups in the USA (Jimenez, 2022). Researchers across disciplines agree that Hispanic students suffer from various challenges, including a lack of culturally sensitive or responsive programs (Funk & Lopez, 2022; Jimenez, 2022). For example, most school districts across the USA do not have dual-language (bilingual) instructional programs. In addition, historical neglect, underfunding bilingual education, and a shortage of bilingual educators are the major concerns facing Hispanic students across the USA ( Barrera & Longoria, 2018 ; Jimenez, 2022; Funk & Lopez, 2022; Noe- Bustamante et al., 2020; Mora, 2022 ) . Stories from many Latinos reveal that Hispanics are upset by the failure of the federal government or leadership to implement holistic reforms, including culturally responsive educational programs. Most affected regions are the southern states, such as Texas and California. Although Latinos are spread across the country, states bordering Mexico are home to the biggest Latinx community (Jimenez, 2022; Funk & Lopez, 2022; Noe-Bustamante et al., 2020; Mora, 2022). For example, Latinos account for at least half of the population ( Barrera & Longoria, 2018) . Therefore, states around Mexico need to adopt greater initiatives to meet the educational needs of Latinos. Unfortunately, research by Georgetown University reveals that most public schools are at the mercy of state and federal funding (Jimenez, 2022). Although the national and federal government fund school districts, the funding is inadequate. In addition, many Latinos live in poverty-stricken neighborhoods because of historical neglect and marginalization (Funk & Lopez, 2022). Hence, adequate federal and statutory funding could make a significant difference in improving the educational outcomes for ESL students. Concerns of Latino families on children’s academic destiny

8 Latinx families are concerned about their children’s future. According to many Latino parents, the country has neglected them and is demanding that stakeholders in the educational sector accommodate and be responsive to their culture (Funk & Lopez, 2022). For example, they ask school leaders to provide and translate instructions into Spanish and the native language of their scions (Jimenez, 2022). Many Latino parents also seek to engage in the local school boards to learn about the nuanced educational workings of the American system. Hispanic students are pressuring learning institutions to implement inclusive educational programs in higher learning. A survey of 2,889 Hispanic students revealed that students are asking universities, colleges, and other higher-learning institutions to respond to their needs ( Barrera & Longoria, 2018 ; Jimenez, 2022; Funk & Lopez, 2022; Noe-Bustamante et al., 2020; Mora, 2022 ) . Unfortunately, few professors and tutors with culturally competent skills can accommodate such students' needs and concerns (Jimenez, 2022). Therefore, this highlights the staffing and training gap that the American education system must address by hiring and developing more culturally competent educators. The connection between the literature findings and the organizational theory Findings from the literature underscore the practical theory to apply in determining the findings. The open systems approach is the ideal organizational theory applicable to El Paso’s situation ( Jung & Vakharia, 2019) . The open systems model is a theory that argues that the environment informs strategies to address inherent challenges. Open systems theorists believe various factors, including cultural values, economic conditions, legal, and education systems, are significant factors that inform the strategy or policy development ( Jung & Vakharia, 2019) . Therefore, understanding the factors affecting policy decisions is essential.

9 One significant aspect rest with the economic conditions. The first aspect, the economic environment, is a factor that influences organizational decisions, including program funding ( Jung & Vakharia, 2019) . For instance, the underlying economic conditions, such as high inflation and slowdown, can affect the federal government’s ability to finance bilingual programs ( Őnday, 2018) . Similarly, economic upswings and meltdowns may determine the funding extent for bilingual programs. The cultural environment is another major factor shaping policy decisions. Over time, the cultural environment, including diverse ethnocultural backgrounds and languages, determines the instructional languages to deploy in education institutions ( Getie, 2020) . For example, the rising Spanish-speaking population across the USA is informing policymakers to embrace dual- language education programs. In addition, minority students such as Chinese, Japanese, and other non-English speakers expect American education systems to translate pedagogical instructions into their native languages ( Getie, 2020) . Therefore, this exemplifies how the cultural environment affects American pedagogy. The legal factor is another consideration under the open systems theory influencing educational policy ( Jung & Vakharia, 2019) . For example, the constitution protects the cultural and educational rights of students. Unfortunately, policymakers and education stakeholders bypass the constitution through discrimination ( National Academies of Sciences, Engineering, and Medicine , 2017) . In addition, English is the dominant instructional language in the American educational system exemplifying its failure to observe cultural rights ( Getie, 2020) . Therefore, supporting a bilingual program is necessary to maintain and observe cultural rights.

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10 Finally, technology is a significant factor under the open systems theory influencing educational programs. For example, technological factors, including multimedia tools, animated videos, TV programs, movies, and other platforms, affect bilingual educational programs. Several studies have also revealed that in-depth vocabulary teaching is beneficial for developing vocabulary ( Őnday, 2018 ; Huensch, 2019 ; National Academies of Sciences, Engineering, and Medicine , 2017) . In addition, evidence across these studies showed narrative skills and auditory comprehension via exposure to high-quality multimedia content such as epic TV programs and films. Therefore, parents can support their children in language development and acquisition by putting in high-quality movies and TV programs. As a result, students can improve their English literary skills, including writing and oratory competencies. 3. Options to help ESL students achieve quality academic outcomes In this section, the paper underscores recommendations on how to support ESL students across the USA. The recommendations are based on the research findings, personal experiences, and reflections. Although these recommendations are for elementary schools, they can apply in learning institutions at all tiers because findings from the literature are generalizable. In addition, the findings apply to policymakers, educators, and other essential stakeholders in the education field. Sufficient funding for the public schools The literature has recognized underfunding as one of the top challenges facing support for ESL among Spanish-speaking students (Jimenez, 2022; Funk & Lopez, 2022; Noe- Bustamante et al., 2020; Mora, 2022). Hence, adequate funding could address this pressing challenge in diverse ways. For example, adequate funding of the public schools in El Paso and

11 other school districts with diverse ethnocultural groups will make the dual-learning programs a reality (Jimenez, 2022; Funk & Lopez, 2022; Noe-Bustamante et al., 2020; Mora, 2022). Funding will help to purchase dual-language education materials, including books, visual aids, and arts (animated videos, cartoons, and pictures) required to support dual-language programs (Ziegenfus et al., 2014). Without sufficient and critical learning materials, schools cannot meet the educational needs of minority groups with little or no proficiency in English. Hence, this exposes the importance of sufficient funding to acquire materials. Research also indicates that funding is instrumental in addressing staffing shortages. The staffing shortage is why bilingual programs are witnessing a significant challenge ( Rodriguez, 2018 ; Mavrogordato & White, 2020) . For instance, there is mismatch between ratio of bilingual to non-bilingual teachers. In USA, there are only 6% if bilingual teachers despite ESL students accounting for over 35% of the student population. Therefore, financial resources will address the staffing gap by training teachers on bilingual teaching and hiring more educators with bilingual skills. Addressing the staffing deficiency will ensure that ESL students, such as Latino children, have competent teachers responsive to their cultural and educational needs ( Mavrogordato & White, 2020) . As a result, adequate funding can lower academic achievement between ESL and English-proficient students. In addition, funding will help to provide a favorable learning environment. Part of the reason causing Hispanic students to underperform on average is that most public schools in low- income neighborhoods are in pathetic status ( Rodriguez, 2018 ; Mavrogordato & White, 2020) . For example, these schools' dilapidated buildings and overcrowding are not conducive for the students. A conducive physical environment is essential to support dual-language pedagogy. However, it is impossible to create this learning environment without sufficient funding. Funding

12 will help to rehabilitate the learning institutions, including constructing or upgrading the classrooms ( Mavrogordato & White, 2020) . Beautifying the schools and the classrooms will also require financial resources. Therefore, this demystifies the importance of adequate federal and statutory funding of public schools. Establishing a Nourishing and Productive Learning Environment One proven approach to realizing the best outcomes in a bilingual setting is establishing a nourishing and productive environment. Evidence across the studies has shown the importance of developing a favorable learning environment whereby the teacher nourishes and improves the comfort of the ESL students (Ziegenfus et al., 2014; Rodriguez, 2018 ; Mavrogordato & White, 2020 ). From the studies, a conducive learning environment makes students feel comfortable and accepted. Teachers can build a favorable environment by adopting inclusive teaching strategies. For example, inclusive reflection and non-judgmental discussions or engagement strategies are critical to realizing the education needs of students ( Mavrogordato & White, 2020) . An inclusive learning environment also promotes co-existence, encouraging students across different ethnocultural groups to embrace diversity and view it as a strength ( Rodriguez, 2018) . Thus, an inclusive learning environment is critical to improving education and breaking the social-cultural boundaries that hinder co-existence. Research has also revealed that students want to trust that their teachers are interested in them and respect their culture, lifestyles, and unique life experiences ( Rodriguez, 2018 ; Mavrogordato & White, 2020) . Through team-building processes, teachers can establish that ethnocultural and economic differences are fundamental factors in the academic context. In addition, classroom discussions must be accommodative and supportive of individual differences

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13 (Ziegenfus et al., 2014). Therefore, this creates trust among the students and creates an impression that educators can discuss sensitive matters with the students in an honest, respectful, inclusive, and safe environment. As a result, this increases the students’ self-awareness of the struggles they encourage and the need to work collaboratively to benefit each other. Teachers can also use other attractive strategies to make the learning environment conducive for diverse students. For instance, teachers may decorate classroom walls with heroes and influential figures, including popular artists, politicians, and successful businesspeople from different cultures ( Getie, 2020) . These heroes may serve as role models to the students and instill a feeling of inclusivity. Similarly, teachers should include life examples across different settings, including cultures, subcultures, urban areas, and suburbs (Schwartz, 2021). As a result, this may make ESL students across different cultures, and settings feel welcome and acknowledged. Authenticity is a major factor in creating a favorable teaching environment ( Rodriguez, 2018) . According to empirical evidence, the sense of belonging and awareness that teachers value their experience and backgrounds affect student motivation and academic achievements (Schwartz, 2021; Rodriguez, 2018 ; Mavrogordato & White, 2020 ). In addition, this enables students to trust the people surrounding them ( Mavrogordato & White, 2020) . Therefore, teachers must engage in an ongoing process of personal growth and cultural competence while expressing confidence in the culture the students belong to. Culturally responsive teaching approach The findings across the empirical and theoretical studies have revealed that changing the teaching approach is necessary to support and meet the learning needs of ESL students. From the findings, the educators’ approach should be culturally responsive and sensitive toward the ELS

14 students’ native languages ( Getie, 2020) . Ziegenfus et al. (2014) recognized the importance of recognizing the students’ native languages and encouraging them to speak in their mother tongues. In addition, creating space for students to speak in their native languages can reduce academic achievement gaps between ESL students and students with English as a first language (Schwartz, 2021; Rodriguez, 2018 ; Mavrogordato & White, 2020 ). As a result, approaching the students’ cultural background, primary language, and lived experiences provides a rich growth and learning opportunity. Hence, this could lead to equitable access to educational experiences for the students. Culturally responsive and sensitive teaching builds upon the approach that requires teachers to evaluate pedagogy and curriculum critically. Empirical evidence has shown that educators must find innovative ways to use culture, language, and students’ experiences, such as family backgrounds, interests, and expectations in teaching ( Rodriguez, 2018 ; Ziegenfus et al., 2014 ) . Students’ cultures, experiences, and backgrounds are critical for academic success. Further studies have also revealed that honoring students’ cultural and language backgrounds via curriculum choices and instructions are part of culturally responsive and sensitive pedagogical strategies ( National Academies of Sciences, Engineering, and Medicine , 2017 ; Barrera & Longoria, 2018) . Culturally responsive and sensitive pedagogical strategies, including the curriculum approaches, are classic opportunities to honor students’ culture and ethnic backgrounds. Instructional practices ESL students have special needs, including the need to engage with the curriculum for a specific academic level. Evidence from scholarly sources has found that educators can critically

15 examine the content area and create modified instructions to support ESL students ( Barrera & Longoria, 2018) . For example, educators can use educational models such as understanding by design to encourage content area educators to rethink what is most critical in their content areas (Ziegenfus et al., 2014). As a result, this enables the students and the ESL students to learn the curriculum core while still learning their native language. A significant mistake made by teaching when educating students in a diverse and multi- lingual setting is the focus on literacy and English skills (Schwartz, 2021). As a result, this leaves educators with insufficient time to focus on the academic content. Therefore, educators must provide culturally and age-appropriate content to students based on their diverse cultural and language backgrounds. The content material in teaching students is effective and powerful in helping and supporting ESL students to be on par with other learners (Ziegenfus et al., 2014). For instance, an English teacher can work with a science teacher to provide a 12-year-old Chinese student with ESL material on National Geographic content instead of using a 2 nd Grade book ( Mavrogordato & White, 2020) . Evidence has shown that selecting the right science content from China and the USA can allow students to develop learning interests and improve their ability to learn the English language and science (Ziegenfus et al., 2014). Therefore, this reflects the importance of combining subjects in one lesson when educating ESL students. Immersive learning through knowing and including students Another tested option to realize the best outcomes when teaching students in a diverse cultural and language environment is to know and include students in the immersive learning. Teachers must know their students and immerse them in culturally responsive programs (PennState College of Education, n.d.; National Academies of Sciences, Engineering, and

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16 Medicine , 2017) . Although these questions are not exhaustively, they are a few questions that an educator can consider asking the students, including:  What is your native language?  Are you literate in your mother tongue?  What is the cultural orientation towards learning, lifestyles, and traditions?  Do your parents or close family members address you in English or your native language? While it is ethically inappropriate to draw unwarranted attention at the beginning of the ESL in front of all students, it is wrong to assume that the student naturally catches up with other students ( Mavrogordato & White, 2020) . Creatively, a teacher can develop a seating arrangement that brings the ESL students to the front of the classroom. When students are in the frontal rows, a teacher can easily identify the student's needs. Understanding students’ needs will allow teachers to incorporate or immerse students in the classroom community (PennState College of Education, n.d.). In addition, a teacher can maintain eye contact with the students to communicate inclusiveness and care to the students (Ziegenfus et al., 2014). Another creative way to immerse an ESL student in the learners; community is by assigning them a friend from the same native language or culture (Ziegenfus et al., 2014). Teachers can understand students' individualized needs ( Setiyadi, 2020) . Hence, this will allow an educator to tailor instructional strategies to suit specific student needs. Speech modification Speech modification is a proven method to help the student comprehend instructions. Although it is not perfect communication, the right speech allows ESL students to understand the

17 content and directions ( Gong et al., 2020) . Advisably, teachers, can speak more slowly and enunciate carefully while maintaining the natural rhythm and tone. A teacher can also leverage gestures and facial expressions to clarify issues and indicate emotions can allow ESL students to understand instructions. Educators can also leverage visual aids, including concrete models and objects, when teaching the students (PennState College of Education, n.d.). Another option is for educators to modify the question techniques to allow students to respond in stages appropriate to their English proficiency (Ziegenfus et al., 2014). As a result, this will allow the students to develop English language proficiency over time. Creating opportunities for interaction Another promising way to develop the linguistic and language competencies of the students is to allow them to interact with other students. Conversational role-playing is also effective for supporting and teaching ESL students ( National Academies of Sciences, Engineering, and Medicine , 2017) . Cooperative learning projects also play powerful in educating ESL students. For example, an educator can lead the students into forming learning groups and working together to develop an artistic display of the curriculum ideas and their names ( Setiyadi, 2020) . As a result, students can learn from each other while acknowledging and appreciating their culture. Additionally, educators should provide interaction forums between ESL and proficient English speakers. Evidence across studies has established the significance of the interaction between proficient English speakers and ESL students ( Barrera & Longoria, 2018 ; PennState College of Education, n.d. ) . To the surveys, ESL speakers develop oratory skills from proficient speakers through interaction. In addition, this interaction allows ESL students to practice the

18 skills acquired in the classroom (PennState College of Education, n.d.). ESL students can also test their English proficiency by interacting with proficient English speakers ( Setiyadi, 2020 ). Therefore, this demonstrates the power of peer-to-peer student interactions in promoting language development among ESL students. Supporting literacy development Literacy instruction is a critical area where individual students’ knowledge is helpful. Research has shown that ESL may present solid literacy competencies in native languages based on the culture (PennState College of Education, n.d.; National Academies of Sciences, Engineering, and Medicine , 2017 ) . From the research, the fluidity in the native language correlates with the English language ( National Academies of Sciences, Engineering, and Medicine , 2017) . Therefore, students who have honed their home language fluency lays a greater foundation to develop English literacy skills. As a result, this highlights the importance of helping students to sharpen their literacy skills in their home language to establish a solid foundation to develop English literacy skills. Reading instruction strategy Teachers must help students to decode words and make meanings from those words. From the research, teachers can develop mnemonics and phonics in meaningful text contexts. Encouraging students to read the text multiple times builds word development and recognition fluency. Educators can use various tactics to build this fluency in word identification ( National Academies of Sciences, Engineering, and Medicine , 2017) . One proven way is previewing. Paging through textual messages ahead of time to take pictures and identify headings activates previous knowledge helping readers to decode words and establish meaning from texts ( National

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19 Academies of Sciences, Engineering, and Medicine , 2017) . Often, ESL students are unlikely to bring similar background knowledge to a word or text, unlike other students. Hence, this requires a teacher to take sufficient time to build background knowledge of these students to help them in their academic achievements. The next options in the reading instructions are summarising retelling and text structures. Strategically, incorporating text into generic words can allow an educator to monitor comprehension ( Hill, 2018) . This strategy allows students to work collaboratively and read various text sections silently. Students can work in cooperative groups. In these groups, students can read the texts silently and then loudly ( National Academies of Sciences, Engineering, and Medicine , 2017) . After reading these texts, the students can collaboratively generate a sentence summarising the passage. Each member in a group writes a sentence after reading the passage to summarize the text. Alternatively, students can retell a story and dramatize it after reading the passage ( Getie, 2020) . In addition, educators can use graphic organizers during, before, or after reading to cue ESL students ( National Academies of Sciences, Engineering, and Medicine , 2017) . Graphic organizers are beneficial to ESL students because those learners hardly bring past knowledge of the story in the passage because they are from non-English cultures. Specializing pedagogical instructions focused on the oral proficiency. From the studies, explicit instructions in the oral language are beneficial ( National Academies of Sciences, Engineering, and Medicine , 2017 ) . They can allow students to acquire component skills to greater levels than those in the control groups who are non-exposed to those interventions (Schwartz, 2021). According to evidence from these studies, ESL students at elementary schools benefited from the instructional strategies that develop their phonological

20 awareness competencies ( National Academies of Sciences, Engineering, and Medicine , 2017 ) . Therefore, this reflects the promise that combining English with the ESL students’ home language is a powerful way to develop phonological skills. Findings across the studies revealed several aspects. For example, specialized instructions can produce better outcomes for the students to understand the instructions ( National Academies of Sciences, Engineering, and Medicine , 2017) . Another insight extracted from the studies is that ESL students developed oratory and writing skills if taught in a language-rich environment, including informational texts and read-aloud narratives ( National Academies of Sciences, Engineering, and Medicine , 2017) . Multimedia, including TV programs, films, and on-screen animation, are also powerful tools for improving oratory skills among students. Interactional feedback Another proven method to improve the learning outcomes among ESL students is to promote interactional feedback. The connection between a second language and interactional feedback has attracted enormous research interest (Schwartz, 2021). From the available research, interactional feedbacks are essential in supporting English literacy development among ESL students (Schwartz, 2021). For example, students can form groups or have interactive sessions, allowing feedback. During these discussion forums, students can receive corrective feedback about their accent, annunciation, and meaning of words or phrases ( National Academies of Sciences, Engineering, and Medicine , 2017) . As a result, this enables students to learn new aspects or correct their views on wrong meanings. 4. Conclusion

21 To support ESL and improve the education outcomes of Hispanics and other non-English speakers, El Paso will require a multifaceted approach characterized by adequate funding, a conducive learning environment, and culturally responsive educational programs. Pedagogical stakeholders, including school administrators, teachers, and policymakers, must embrace these proposals. From the research, the USA is seeing dramatic growth in diverse populations across learning institutions with immigration and naturalization. Hence, this has complicated the learning process because non-English speakers, including Chinese, Russians, Indians, Italians, Spanish-speaking people, and other groups, can hardly understand instructions in English. As a result, the American education system must integrate bilingual learning programs, whereby educators interpret pedagogical instructions in the student's home language. While there are different non-English speakers in the USA, Spanish-speaking people are the most influential group representing 62.5 million of the population. Spanish-speaking people in the USA are Latinos (Hispanics), accounting for the fastest and youngest growing population ( Zeigler & Camarota, 2019 ). In learning institutions, Hispanics account for a third of the student population. Addressing the education needs of this group will be necessary for the country’s social-economic posterity. El Paso County is among the top hosts of the Hispanic community, especially Mexican descendants. Therefore, this reveals why the Hispanic community is the focal group in El Paso, Texas. El Paso School District can adopt various measures to support ESL students’ academic outcomes using various holistic strategies. Lobbying for sufficient federal and statutory funding is among the top option. With sufficient funding, El Paso can meet many finding shortfalls affecting learning programs. The funds will help to hire sufficient teachers, train educators on culturally responsive pedagogical approaches, obtain educational materials, and overhaul

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22 educational institutions for conducive learning environments. Changes in the education environment, encouraging immersive learning, and encouraging interactive feedback between fluent English and ESL students are also options to improve learning outcomes. Finally, educational stakeholders can adopt other measures to meet learning needs and goals. References Barrera, I., & Longoria, D. (2018). Examining cultural , mental health care barriers among Latinos. Journal for Leadership, Equity, and Research , 4 (1). https://journals.sfu.ca/cvj/index.php/cvj/article/download/35/34 Funk, C., & Lopez, M. H. (2022). Hispanic Americans’ Trust in and Engagement With Science. https://www.pewresearch.org/science/2022/06/14/hispanic-americans-trust-in-and- engagement-with-science/ Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education , 7 (1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184 Gong, Y. F., Gao, X. A., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018). Language Teaching , 53 (1), 44-62. https://doi.org/10.1017/S0261444819000387 Hill, L. (2018). K–12 Reforms and California’s English Learner achievement gap. Public Policy Institute of California . https://www.ppic.org/wp-content/uploads/r-0517lhr.pdf

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23 Huensch, A. (2019). Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs. Language Teaching Research , 23 (6), 745-764. https://static1.squarespace.com/static/592c6fd1e4fcb57df0b6fa83/t/ 5ac7d251562fa777445a8e3d/1523044945887/Huensch+2018+PrePrint.pdf Jung, Y., & Vakharia, N. (2019). Open systems theory for arts and cultural organizations: Linking structure and performance. The Journal of Arts Management, Law, and Society , 49 (4), 257-273. https://doi.org/10.1080/10632921.2019.1617813 Krogstad, J. M. (2016). 5 facts about Latinos and education. https://www.pewresearch.org/fact- tank/2016/07/28/5-facts-about-latinos-and-education/ Mavrogordato, M., & White, R. S. (2020). Leveraging policy implementation for social justice: How school leaders shape educational opportunity when implementing policy for English learners. Educational Administration Quarterly , 56 (1), 3-45. https://doi/org/10.1177/0013161X18821364 Mora, L. (2022). Hispanic enrollment reaches new high at four-year colleges in the US, but affordability remains an obstacle. https://www.pewresearch.org/fact-tank/2022/10/07/hispanic-enrollment-reaches-new-high- at-four-year-colleges-in-the-u-s-but-affordability-remains-an-obstacle/ National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures . National Academies Press. https://nap.nationalacademies.org/read/24677/chapter/9#255

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24 Noe-Bustamante, L., Mora, L., & Lopez, M.H. (2020). About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It. https://www.pewresearch.org/hispanic/2020/08/11/about-one-in-four-u-s-hispanics-have- heard-of-latinx-but-just-3-use-it/ Őnday, Ő. (2018). The relationship between concepts of rational, natural and open systems: Managing organizations today. Business and Management , 10 (1). https://bit.ly/3Dwv9Uo PennState College of Education. (n.d.). How can I support ELLs in my classroom? https://old.ed.psu.edu/pds/elementary/intern-resources/esl-handbook/supporting-ells Rodriguez, S. (2018). ‘Good, deserving immigrants’ join the Tea Party: How South Carolina policy excludes Latinx and undocumented immigrants from educational opportunity and social mobility. Education Policy Analysis Archives , 26 , 103-103. http://dx.doi.org/10.14507/epaa.26.3636 Schwartz, J. (2021). Strategies That Support English Language Learners Across All Subjects. https://www.edutopia.org/article/10-strategies-support-english-language-learners-across- all-subjects Setiyadi, A. G. (2020). Teaching English as a foreign language. http://repository.lppm.unila.ac.id/23179/1/Teaching%20English%20as%20a%20Foreign %20Seccond%20edition-final%20%282%29.pdf Umansky, I., Hopkins, M., Dabach, D. B., Porter, L., Thompson, K., & Pompa, D. (2018). Understanding and supporting the educational needs of recently arrived immigrant english

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25 learner students: L essons for state and local education agencies. Council of Chief State School Officers . https://files.eric.ed.gov/fulltext/ED586975.pdf UnidosUS. (2022). Education. https://www.unidosus.org/issues/education/ Zeigler , K., & Camarota, S. A. (2019). 67.3 million in the United States spoke a foreign language at home in 2018. Center for immigration studies , 29 . https://cis.org/sites/default/files/2019- 10/camarota-language-19_0.pdf Ziegenfus, R. G., Odhiambo, E., & Keyes, C. (2014). How Can We Help Students Who Are English Language Learners Succeed?. Current Issues in Middle Level Education , 19 (1), 58-62. https://files.eric.ed.gov/fulltext/EJ1087693.pdf

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M#238416163The support for English as a second language in the K-12 Education System 2022

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