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English Language Learners

The document discusses English language learners (ELLs) and common misconceptions about teaching them. It notes that ELLs are the fastest growing student group, are diverse, and often struggle academically. Some key terms are defined, such as ELL, ESL, LEP. Common myths are addressed, such as the idea that ELLs have disabilities or learn a second language quickly. The document recommends practices like presenting content at students' levels and valuing their backgrounds. It also debunks four misconceptions, such as the ideas that exposure equals acquisition, all ELLs learn English the same way, instruction is the same for ELLs and native speakers, and that nonverbal support alone

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Zahra Zaheer
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46 views2 pages

English Language Learners

The document discusses English language learners (ELLs) and common misconceptions about teaching them. It notes that ELLs are the fastest growing student group, are diverse, and often struggle academically. Some key terms are defined, such as ELL, ESL, LEP. Common myths are addressed, such as the idea that ELLs have disabilities or learn a second language quickly. The document recommends practices like presenting content at students' levels and valuing their backgrounds. It also debunks four misconceptions, such as the ideas that exposure equals acquisition, all ELLs learn English the same way, instruction is the same for ELLs and native speakers, and that nonverbal support alone

Uploaded by

Zahra Zaheer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ELL Research Brief

Facts about ELLs

 Fastest growing segment of the student population


 The group is diverse (US versus foreign born, content knowledge etc.)
 Present across all US States
 Often struggle academically
Terms

 ELL: Active learner of English language that may benefit from language support
programs (Usually K-12 students)
 ESL: Program of instruction designed to support ELLs
 LEP: ELLs who lack sufficient mastery of English to meet state standard
 EFL: Non-native English speakers learning English in a country where it isn’t the
primary language
 1.5 Generation Students: US high school graduate still learning English in college
Myths

 Many ELLs have disabilities, which is why they are over-represented in special
education
o Maybe they’re scoring poorly because they don’t have the requisite
knowledge skills or executive function using that language (predicting etc.)
 Children learn a second language quickly and easily
o Cultural factors: affective motivation for reading
 Fluency speech is sufficient evidence of mastery of language by an ELL
o Oral language is important, but so is fluency, writing, vocabulary
 One size fits all instruction
o Prior knowledge, schooling, L1 and its similarity to English
 Teaching ELLs=focus on vocabulary
To Dos/Good Practice

 Present ELLs with content in their Zone of Proximal Development


 Put them in classes based on academic achievement agnostic of their English
language proficiency
 Value students’ background/cultural resources and environment
 What is academic literacy?

Misconception 1: Exposure to English equals English language acquisition

 There are similarities between L1 and L2 learning: Both are developmental


processes in their nature, shaped by input and interactions
 Differences: specially for older learners, need to pay more conscious attention to the
vocabulary, concepts etc
 Older learners also have advanced memory and connection-making skills, so they
have a more sophisticated learning base
 Rich discourse isn’t merely created by putting children in the same room
Misconception 2: All ELLs learn English the same way at the same rate
 A common assumption is that L2 oral language developed, then you move on to
academic language
 Does not fit for older learners, who have a knowledge base in their own language

Misconception 3: Native speakers and ELLs instruction is similar


Misconception 4: Effective instruction means nonverbal support

 Nonverbal support (graphic organizers et al.) may reduce the language demands of a
task and make content more comprehensible, but alone does not guarantee that the
student shall learn to deploy new language in writing etc

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