Specialized Attention in the Early Childhood and Cultural Differences (Essay Sample)

Based on the significance of their linguistic and cultural differences from American- born, native speakers of English, English Language Learners do/do not require specialized attention in the Early Childhood Education classroom
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Introduction
The cultural and linguistic competence of a child is vital in the development of his or her early childhood education. By definition, linguistics and culture refers to the incorporated patterns of individual behavior, which entail thoughts, actions, language, communications, beliefs, values, customs, and institutions of ethnic, racial, religious, or other groups. Linguistic and cultural competence, thus, is described as a set of congruent attitudes, behaviors, and policies, which come together in as an agency, system, or among professionals, which facilitates effective work in cross-situations.
From a general perspective, the linguistic and cultural competence of non-native English speakers are arguable different from that of the American natives. The different in the level of competence between the two groups, underlined above, have given rise to a number of debates whether the non-native Americans should be given more (specialized attention) in Early Childhood Education classroom. As such, some scholars have been cited to support the need to provide special attention to English Language Learners in Early Childhood Education classroom as compared to the one offered to the native speakers of English. Although some organizations and individuals all children should be given an equal chance to learn, in my view, I believe the English Language Learners should be given more classroom attention when pursuing their Early Childhood Education programs.
Discussion
Evidence reveals that the young English language learners are capable of learning subject matters in more than one language. However, the transformation from their first (native) language to English language may daunting in the short-run and, sometimes, in long-run. This implies that the English language learners in the Early Childhood Education classroom need to be accorded more attention than their fellow classmates (native English speakers). A number of reasons have been put forward in the support of this claim. First, it has been argued that the English language learners often tend to learn two languages (including English) during their early childhood years, which tend to confuse, overwhelm, and /or delay their acquisition of the English language (Restrepo , 2003). Since language learning is arguably challenging and monumental during their first years of life, it is justified that this category of learners should be given more attention than the native speakers who are only worried about one language (English).
Equally, the English language learners should be given more attention and support to learn since their education is arguably hindered by a number of factors such as their families’ cultural values. There are also a number of studies, which have apparently reveals the need to give more attention to non-native English speakers in Early Childhood Education classroom. In this case, the supporters argued the non-native English learners are often faced with cultural obstacles, which poses a great threat to their success in the Early Childhood Education programs. The problems faced by English language learners (which take the form of low children enrollments and sluggish progress in English language mastering, among others) in Early Childhood Education programs and are well documented in a number of studies. For instance, a study conducted on Latino English language learners found that most of these students live a household no one above the age of 14 speak English fluently. This, apparently, makes them to be linguistically isolated and hence, slowing their level of learning the English language. Equally, given that the Latino culture emphasized greatly on the “la familia” culture, linguistic and cultural experts agree that such as condition tends to lower the child’s instrumental and financial support, which are essential for their studies. In addition, it has been found some Spanish speaking parent choose to intentionally keep the children (English language learners) away from class. The above cultural and situational obstacles tend to put them at a potential disadvantage over those that are native English. Therefore, the latter precisely need less attention in the classroom as compared to the English language learners.
Another reason for the increased support of the need to give more attention to the English language learners in their early childhood education level has been premised on the believe most of these children are often characterized by both academic and social delays when they are enrolled for the early childhood education program (Kuhl, 2004). Given that the social and emotional competences of young English language learners form a crucial part in their academic achievement and school adjustments, some scholars have recommend that the need for teachers to give special attention to the social needs and competences of English language learners in their classroom environment. This effort, as believed, will help them to regulate their emotions, express their feelings freely, accurately follow directions, and develop positive social bonds with other children, which can help them freely get along with others.
A number of criticisms have been raised in support of equal attention for children in the early childhood education regardless of their origin. The Forum on Educational Accountability (FEA) has, for instance, been at the forefront of this matter. The FCA together with other scholars argued that the English language learners are not actually at a disadvantage as compared to the native speakers. In fact, they even argued that the English language learners have an advantage over the fellows. It is believed that since English lan...