DEMOGRAPHICS

Ethnic and linguistic diversity continues to grow throughout the United States in rural, urban, and suburban communities. Nationally, more immigrants were recorded in the 1990s, than in any other previous decade, with the most recent immigration waves from Korea, China, Taiwan, Somalia, and India. Throughout the U.S., this influx is becoming more widespread and we are seeing growth in nearly every state and community, not in just the large urban areas of a few states.

In addition to the increase in immigration, U.S. international adoptions have grown from approximately 5,000 annually at the beginning of the previous decade, to 20,000 recorded international adoptions in 2002 (Population Reference Bureau, 2003).

The ASHA Leader (September, 2007) reports that 80% of the approximate 5.5 million ELL students in U.S. schools speak Spanish as their first language, with another 450+ home languages represented nationwide. The ELL student population represents approximately 15% of all students enrolled in U.S. schools. Within the last decade, thirteen states reported increases of ELL enrollment of 50% or more. Another 30 states reported increases of ELL enrollment of 10% or more. Demographic projection figures estimate that by 2030, approximately 40% of the U.S. school-aged population will be ELL (Roseberry-McKibbin and Brice, 2005).

Ohio reflects the national increase in ELL numbers, as we have documented a 124% growth in ELL students over the past ten years. Our 161 reporting school districts identify over 33,000 ELL students representing more than 110 home languages (Lau Resource Center, 2008). These students come to Ohio as: immigrants, who are looking for permanent relocation; refugees, who are fleeing war and oppression; migrants, who are seeking agricultural work; and adoptive children from around the world.

Very few common denominators exist within and across these identified groups. The background and circumstances of each individual child will determine the degree and quality of their previous formal education, literacy, and language development. The challenges of learning a new language and a new culture are often secondary to adjusting to the multiple stressors these families must face. The continuing increase in the number of ELL students from culturally and linguistically diverse populations presents unique challenges for today’s school practitioners.