E nglish L anguage L earners

1. English Language Learners Laura Kirkland LIBR 264 Summer 2012

2. Definition of ELL • “ELL” – English Language Learners • Individuals who do not speak English as their primary language • Individuals who have a limited ability to read, speak, or understand English • Also known as “LEP” or limited English proficiency which is the official US Federal Government name • Typically think of Spanish students

3. Immigrant Statistics • 11.2 million foreign-born immigrants entered U.S. from April 1, 2000 to June 30, 2009 • 1 in 8 U.S. residents is an immigrant • Percentage of non-English speakers has expanded by 140%

4. How does this effect Tweens? • Immigrant students entering public schools in record numbers • Immigrants and language minority students are among the fastest growing population in U.S. public schools in all regions • ¼ have limited English proficiency • ELLs 1 in 9 students in 2008 • By 2015 if immigration levels continue children of immigrants will constitute 30% of nation’s school population and 40% by 2030

5. How does this effect Tweens ? (continued) • In terms of tweens there are 2 groups: • The group that comes to school not proficient in English and still not proficient by tween years (65% born in U.S.) • The group that comes to the U.S. as tweens • Come from all regions of the world, but (in 2009) 75% Spanish speaking

6. Language Barriers • Newly arriving tweens have limited time to learn English for school • Linguists say it takes 5 to 7 years to become proficient in a second language • Number of students lacking English proficiency has increased

7. Language Barriers (continued) • Dropout rates higher if student does not master English • If student masters English, possible role-reversal in family • Parents also LEP and less educated

8. Cultural Barriers • Culture shock • Different behaviors, way to communicate, and expression of emotion • Conceptions of life, schools, teachers • Potential for misunderstandings increases

9. Social Barriers • Class system • Appearance • Different points of view • Gender • Teased by fellow students because of differences

10. Poverty • Poverty rate for immigrants is 17 percent • 1 in 4 poor children lives in an immigrant family • Parents work multiple jobs, shift work, low wage jobs with few benefits • Parents do not have time to supervise children or assist with homework

11. How can we help Tweens? • Provide a welcoming place for ELL tweens • Make a special effort to include this group in outreach/advertising • Have bilingual signage • Self-selection important • Provide a wide variety of materials • Be open as many hours as possible • Be familiar with English language programs in schools

12. Materials for ELL Tweens • Books – In home language, Hi-Lo books • Audiobooks – Hear pronunciation of words while following along

13. Materials for ELL Tweens • Magazines – Good resources for clipping and speaking activities • Games – Help students with verbal and written language

14. Resources • Educating English Learners for a Transformed World by Virginia P. Collier and Wayne P. Thomas • http://www.tesol.org/ - Teachers of English to Speakers of Other Languages (TESOL) • http://literacynet.org/esl/organizations.html - List of national associations and organizations for ESL • http://www.esl-kids.com/ - ESL website for kids with games, flashcards, songs, etc. Also provides links for teachers and parents of ESL students.

15. References • Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico/Fuente Press. • Cruz, J. Q. (2007, March). Video Games and the ESL Classroom. The Internet TESL Journal. Retrieved from http://iteslj.org/Articles/Quijano-VideoGames.html • Foreign Born - People and Households - U.S. Census. (n.d.). U.S. Department of Commerce: United States Census Bureau. Retrieved from http://www.census.gov/population/foreign/ • Miller, P. , & Endo, H. (2004). Understanding and meeting the needs of esl students. Phi Delta Kappan, 85(10), 786. • Morse, A. (2005, March). A Look at Immigrant Youth: Prospects and Promising Practices. National Conference of State Legislatures. Retrieved from http://www.ncsl.org/issues-research/immig/a-look-at-immigrant-youth-prospects-and-promisin.aspx • Oppedal, B., Røysamb, E., & Heyerdahl, S. (2005). Ethnic group, acculturation, and psychiatric problems in young immigrants. Journal Of Child Psychology & Psychiatry, 46(6), 646-660. doi:10.1111/j.1469-7610.2004.00381.x • Townsend, D. (2009). Building academic vocabulary in after-school settings: Games for growth with middle school english-language learners. Journal of Adolescent & Adult Literacy, 53(3), 242.