English Language Learners

What Is ELL?English Language Learners

1.) Students who are new to the English language.

2.) Students whose native language is other than English.

3.) Students who speak a language other than English at home (or whose parents do).

Other Terms For ELL…

Limited English Proficiency (LEP)

Students for whom English is a Second Language (ESL)

English as a Foreign Language (EFL)

1.5 Generation

HistoryIn past 30 years, number of foreign-born population has tripled.

14 million people immigrants in the 1990’s

Estimated 14 million from 2000-2010

Who are ELL students?

Highly heterogeneous

Complex group of students

Highly diverse:TalentsEducational needsBackgroundsLanguagesGoals

The Many Faces of ELL’s

Are the fastest growing segment of student population

Do not fit easily into simple categories, are very diverse

Increasing present in all U.S. states

ELL’s sometimes struggle academically

ELL Facts & Stats2010 over 30%

In New York City there are more than 100 languages

Spanish #1- 75%Vietnamese, Hmong, Chinese, Korean, Haitian, Creole, and Navajo

6 year path to fluency

Recent Policy History1968-Bilingual Education Act (Title VII)

2002-English Language Acquisition, Language Enhancement, and Academic Achievement Act

Myth: Many ELLs have disabilities,which is why they are often

overrepresentedin special education.

While ELL students are represented in special education, placement rates vary with size of ELL population.

Current assessments that do not differentiate between disabilities and linguistic differences can lead to misdiagnosis.

Myth: Children learn a second language quickly and easily

A variety of socio-cultural factors can affect language learning.

ELL students may face additional challenges like acclimating to new culture.

Educators need to integrate listening, speaking, reading, and writing skills into instruction.

Myth: When ELL student is able to speak English fluently, he or she has

mastered it.

Some teachers assume that students who have good oral English need no further support to succeed academically.

However everyday oral language uses different rhetoric, structure, and vocabulary.

Research indicates that oral language should be systematically assessed

Myth: All ELL students learn English in the same way.

ELL’s prior schooling, soci-economic position, content knowledge, and immigration status creates variety in their learning processes.

Myth: Providing accommodations for ELL students only benefits those

students.

Research suggests that making mainstream classrooms more ELL-responsive will also make them more responsive to under-served learners generally.

Myth: Teaching ELL’s means only focusing on vocabulary

Students need to learn forms and structures of academic language, they need to understand the relationship between forms and meaning in written language, and they need opportunities to express complex meanings.

Tips for TeachersPresent ELL’s with challenging curricular content

Set high expectations for ELL’s

Use technology effectively

Recognize soci-cultural factos

Tips cont.Position native languages and home environment as resources

Teach ELL’s in grades K-89 the basics of academic literacy

Teach ELLs in secondary school, like K-8 peers, to simultaneously develop their skill with academic English and learn content in a variety of disciplines

Recognize the difference between ELL’s and under-prepared students in high education

General Instruction for ELL

Establish routine

Slow down

Volume

Do not force students to speak

Use appropriate expressions

Model correct response

Allow “think” time

Take interest

Parent Support for ELL

Establish relationship“Family Night”Conferences

Background workCountry of originPrior educational experienceSocial interactionsLanguage used in home

Tutoring ELL Students: One-on-one Instruction Time

Introductions

Proper Name

Breaks

Do not ask to many Questions

Do not force eye-contact

Body language

Tone

Positive reinforcement

Patience

Dramatic facial expression

Positive feedback

Specific ActivitiesAccompany words with pictures; gestures of movements

Alphabet books

Graphic organizers

GamesGo fish

Picture book read aloudVocabulary firstEnglish terms do not exist in every languageVerbalization of predications may be difficult

Tips for Schools and Policy Makers

Delineate explicit expectations for ELL’s

Provide research-based professional development for teachers of ELL’s

Attend to processes and consequences of assessment of ELL’s

Avoid testing in English exclusively

Use multiple assessments for varying purposes

Adhere to ethical principles of testing

Websites for ELL Activities

Activities for ESL students: http://a4esl.org/

Annenberg Media Learner; Teacher Resources and Teacher Professional Development Programming Across the Curriculum: http://www.learner.org/

International Children’s Library: A Library for the World’s Children: http://en.childrenslibrary.org/

Oral and Written Language Considerations

Hand-in-hand

Write and read name

Label everyday objects

SourcesNational Council of Teachers of English. (2008). English Language Learners. Urbana, Illinois: National Council of Teachers of English.