English Language Learners

1. English Language Learners

2. 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).

3. 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

4. History • In past 30 years, number of foreign-born population has tripled. • 14 million people immigrants in the 1990’s • Estimated 14 million from 2000-2010

5. Who are ELL students? • Highly heterogeneous • Complex group of students • Highly diverse: • Talents • Educational needs • Backgrounds • Languages • Goals

6. 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

7. ELL Facts & Stats • 2010 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

8. Recent Policy History • 1968-Bilingual Education Act (Title VII) • 2002-English Language Acquisition, Language Enhancement, and Academic Achievement Act

9. 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.

10. 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.

11. 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

12. 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.

13. 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.

14. 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.

15. Tips for Teachers • Present ELL’s with challenging curricular content • Set high expectations for ELL’s • Use technology effectively • Recognize soci-cultural factos

16. 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

17. 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

18. Parent Support for ELL • Establish relationship • “Family Night” • Conferences • Background work • Country of origin • Prior educational experience • Social interactions • Language used in home

19. Tutoring ELL Students: One-on-one Instruction Time Body language Tone Positive reinforcement Patience Dramatic facial expression Positive feedback • Introductions • Proper Name • Breaks • Do not ask to many Questions • Do not force eye-contact

20. Specific Activities • Accompany words with pictures; gestures of movements • Alphabet books • Graphic organizers • Games • Go fish • Picture book read aloud • Vocabulary first • English terms do not exist in every language • Verbalization of predications may be difficult

21. 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

22. 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/

23. Oral and Written Language Considerations • Hand-in-hand • Write and read name • Label everyday objects

24. Sources • National Council of Teachers of English. (2008). English Language Learners. Urbana, Illinois: National Council of Teachers of English.