ESL (English as a Second Language) programs in the public schools range from specialized ESL classes to full inclusion immersion in regular education classrooms. Unfortunately, today's economic climate in which schools are coping with reduced funding often plays into ESL program decisions in the public schools. Estimates show that by the year 2020, 50 percent of all school-aged students will have non-English speaking backgrounds.

No Child Left Behind and ESL
The No Child Left Behind educational reform act provided funding for LEP (limited English proficient) students, most of whom are ESL students. Public schools are now required to provide support to ESL students as they strive to meet achievement standards.

ESL Standards
The goal of ESL achievement standards is to have limited English-speaking students in elementary and secondary grades become fully proficient in English. They should also have access to grade-level instruction in academic areas to enhance their ability to lead a productive life as a member of society upon leaving school. Language standards focus on language learning through meaningful usage, the value of multiculturalism, academic and language development in terms of cultural, social and cognitive processes and, ultimately, assessments that respect the ESL student's language and cultural background.

Transitional Programs
Public schools such as those in Chicago, with more than 65,000 English language learners, have programs for students identified by testing listening, speaking, reading and writing language arts skills. These students receive daily ESL instruction in a bilingual setting when there are more than 20 students speaking the same language or through a pull-out program when there are fewer students speaking the same language. In this case, students speaking different languages are grouped according to age and language level.

Inclusion vs. Exclusion
Many states, including California, use a full-inclusion approach to ESL education. Students attend regular classes along with students fluent in English. These students are supported by tutors. Supporters of full inclusion feel that separating ESL students creates an environment of segregation and cultural bias. On the other hand, some feel that placing non-English speaking students in regularly paced English classes slows down the pace of instruction, making classes less rigorous. Moreover, ESL students might become fluent more quickly when they participate in special language support programs.

Dispelling Myths
According to Teachers of English to Speakers of Other Languages (TESOL), it is important to dispel myths about English-language learners. Some believe that ESL students can learn English easily by being exposed to native speakers. In fact, even young ESL students do not "pick up" English in this way. Another myth is that when an ESL student can converse in English, he has developed English proficiency. In fact, this proficiency does not occur for another six to nine years. Another myth is that immigrants in other generations learned English quickly and assimilated without difficulty. In fact, many dropped out of school and did not achieve the level of education required for employment in modern times.