Find The Myths

STATEMENT #1: Some international schools foster additive bilingualism (i.e. English in addition to the home
language) while other schools practice subtractive bilingualism (i.e. English as a replacement of the home language).

STATEMENT #2: Younger children are more effective language learners than older learners so is important for
schools to admit more English learners in the elementary than the secondary division.

STATEMENT #3: It is important in an English-language immersion program that at least one parent can reinforce
English at home as this will accelerate the acquisition of the language.

STATEMENT #4: All English learners should speak and write like native-English background students when they leave
international schools; otherwise, they may not be admitted into US universities.

STATEMENT #5: Most of the mistakes which English language learners make at SAS are due to interference from
their primary languages (e.g. Chinese, Korean, etc.).

STATEMENT #6: Important variables impacting upon the English language acquisition success of students include the
following: the level and quality of proficiency one has in their primary language, language aptitude, age, motivation
how comfortable one feels in the immersion environment (e.g. acculturation potential), and how well-trained their
immersion teachers are.

STATEMENT #7: It may take two years to attain a cognitively academic level of language proficiency; in other
words, two years for English learners to be totally peer-competitive with English-proficient students in academic
settings.

STATEMENT #8: There are many ways that teachers can speed up students’ acquisition of an additional language.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
1
 Find The Myths

STATEMENT #9: The difference between immersion and submersion programs is that immersion program teachers are
trained to support second language acquirers not to ‘sink or swim’ through the use of specific instructional (i.e.
language scaffolding & differentiation) strategies.

STATEMENT #10: As the demographic trends in international schools continue to shift, so too must the role of EAL
specialists (i.e. from fixers of students to mentors or coaches of teachers). Therefore, it is important to hire the
best EAL specialists possible.

STATEMENT #11: Teaching initial reading is the same for monolingual English learners as it is for English learning
bilinguals.

STATEMENT #12: Most international schools do not accept beginning levels of English learners past fifth grade – or
middle school at the very latest – because they know that it is impossible for beginning English learners to attain the
levels of English necessary to complete the rigorous IB/ AP courses.

STATEMENT #13: When working with English learners, it is important for teachers to differentiate expectations or
standards while the students are acquiring the new language.

STATEMENT #14: The RTI model from the US is an appropriate fit for English learners in an international school
since beginners can receive targeted Tier II or Tier III interventions immediately.

STATEMENT #15: The ‘inclusion’ movement is appropriate for English learners as much as it is for students with
learning needs since the two populations are so similar; in fact, EAL and Learning Support teachers do exactly the
same work.

STATEMENT #16: The use of students’ primary or home languages will hinder their success in English.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
2
 Find The Myths

STATEMENT #17: English learners should not be allowed to study another language when they are trying to learn
English since this will confuse them and slow down the acquisition of English.

STATEMENT #18: The most effective program for preparing English learners for mainstream classrooms is language-
led, pull out model so they can learn survival language, vocabulary, and grammar.

STATEMENT #19: As international schools’ populations continue to change, schools can hire more EAL teachers (and
charge parents extra tuition) or build the capacities of all teachers to provide responsive classroom conditions for
English learners.

STATEMENT #20: English learners need to be grouped by similar language proficiency ‘levels’ just as is done with
Chinese- or world-language programs in international schools.

STATEMENT #21: Classroom teachers should not assess or grade English learners with the same criteria (e.g.
expectations) used for English-proficient students.

STATEMENT #22: The presence of too many English learners in an international school lowers the standards of
curriculum and instruction since using responsive ELL strategies in mainstream classrooms slows down the learning of
the other students.

STATEMENT #23: Native-English students’ or English-proficient bilinguals’ language development and academic
achievement will be delayed in immersion classrooms because the subject matter needs to be watered down and the
instruction needs to be modified.

STATEMENT #24: The presence of too many of one language group (e.g. Chinese speakers) makes immersion less
effective than when there is a mix of language groups (e.g. Chinese, Korean, Swedish, French, etc.).

STATEMENT #25: Teachers of English or academic content in English need to be native speakers of English.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
3
 Find The Myths Responses

STATEMENT #1: Some international schools foster additive bilingualism (i.e. English in addition to the home
language) while other schools practice subtractive bilingualism (i.e. English as a replacement of the home language).

 True.

STATEMENT #2: Younger children are more effective language learners than older learners so is important for
schools to admit more English learners in the elementary than the secondary division.

 Myth. Younger learners may be able to pronounce a new language with little or no accents and be able to perform
developmentally-appropriate tasks which help them to be more effective acquirers. Younger learners are also less
inhibited about the process of language learning and so often take more risks (e.g. another effective language acquisition
behavior). However, older students are actually more efficient or effective language learners since they are cognitively
mature in their own language. In other words, since they know the systems of their own language, many are able to
efficiently learn and learn in another language.

STATEMENT #3: It is important in an English-language immersion program that at least one parent can reinforce
English at home as this will accelerate the acquisition of the language.

 Myth. The most significant variable in the success of ‘academic’ English language proficiency is the strength of the home
language(s). The goal of immersion programs is to ensure that students leave as English-proficient bilinguals (EPB) and in
order for this happen, parents must maintain the home language(s). More English at home does not equal faster English
acquisition as is often believed (i.e. what Jim Cummins calls the ‘maximum exposure myth’).

STATEMENT #4: All English learners should speak and write like native-English background students when they leave
international schools; otherwise, they may not be admitted into US universities.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
4
 Find The Myths Responses

 Myth. English as an Additional Language (EAL) means that English is by definition never going to be students’ first or only
language. Many universities – including top-tier schools – accept English learners and in fact offer ESL programs.

STATEMENT #5: Most of the mistakes which English language learners make at SAS are due to interference from
their primary languages (e.g. Chinese, Korean, etc.).

 Myth. Most of the pronunciation mistakes second language learners make might be considered as interference from the
primary language (i.e. an accent). Other kinds of mistakes, however, are more developmental in nature (i.e. morphological,
syntactical, and semantic). EAL and classroom teachers need to monitor students’ errors in order to keep track of their
second language development and, just as important, to provide strategic feedback to students as they progress along a
second language continuum of skills and expectations. Making mistakes is an essential part of the second language
acquisition process, and English language learners must feel free to approximate increasingly-complex structures. As
their proficiency increases, the number of errors decreases.

STATEMENT #6: Important variables impacting upon the English language acquisition success of students include the
following: the level and quality of proficiency one has in their primary language, language aptitude, age, motivation
how comfortable one feels in the immersion environment (e.g. acculturation potential), and how well-trained their
immersion teachers are.

 True.

STATEMENT #7: It may take two years to attain a cognitively academic level of language proficiency; in other
words, two years for English learners to be totally peer-competitive with English-proficient students in academic
settings.

 Myth. Collier (1979) and Cummins (1984) found that when students are schooled in two languages, they usually take from
4 to 7 years to reach norms on standardized achievement tests. Younger students with no schooling in their own language
may take as long as ten years to reach the norms. Calderon (2007) recently released research which found that it may

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
5
 Find The Myths Responses

take up to five to seven years when the pacing of instruction is too relaxed and not challenging enough in EAL programs
and when mainstream classrooms are too difficult and there is no instructional scaffolding or support. These extreme
practices in schools imply the balancing act between rigor, relevancy, and sensitivity we need all teachers of English
language learners to achieve in their active teaching practices.

STATEMENT #8: There are many ways that teachers can speed up students’ acquisition of an additional language.

 Myth. Research indicates that the rate of second language acquisition in an academic setting is not a function of teacher
impact. However, teachers do have an impact on students’ ultimate level of English proficiency attained (i.e. the
quality of language proficiency at the end of schooling). Ten years from now, students may come back to thank you for
teaching them English, but not for teaching them fast.

STATEMENT #9: The difference between immersion and submersion programs is that immersion program teachers are
trained to support second language acquirers not to ‘sink or swim’ through the use of specific instructional support (i.e.
language scaffolding differentiation) strategies.

 True.

STATEMENT #10: As the demographic trends in international schools continue to shift, so too must the role of EAL
specialists (i.e. from fixers of students to mentors or coaches of teachers). Therefore, it is important to hire the
best EAL specialists possible.

 True. In fact, this position will most likely no longer be relegated to someone who is hired because they are native
speakers of English, have a weekend certificate in ESL, or need a job as part of a teaching couple.

STATEMENT #11: Teaching initial reading is the same for monolingual English learners as it is for English learning
bilinguals.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
6
 Find The Myths Responses

 Myth. There are some practices that require reflection when teaching initial reading to English learners. First is the over-
reliance on phonics instruction which is designed on the ‘one-sound/ one grapheme’ correspondence rule; bilinguals have
more than one sound in their repertoire and at times these can be contradictory to those of English (i.e. vowels in
Spanish). Another area of reflection is the exclusive use of reading inventories and measures which were designed for use
with native English-background students (e.g. DRA, etc.). English learners’ reading skills need to be viewed through the
‘bilingual lens’ rather than the ‘monolingual lens.’

STATEMENT #12: Most international schools do not accept beginning levels of English learners past fifth grade – or
middle school at the very latest – because they know that it is impossible for beginning English learners to attain the
levels of English necessary to complete the rigorous IB/ AP courses.

 False. There are international schools which have realized that English learners who have strong mother-tongue skills and
educational backgrounds can compete in rigorous programs (i.e. immersion). NCPA is the perfect example as its first
graduating class – all of whom were accepted in ninth grade with little English skills – completed AP classes and are now
enrolled in US universities.

STATEMENT #13: When working with English learners, it is important for teachers to differentiate expectations or
standards while students are acquiring the new language.

 Myth. It is important not to differentiate expectations or standards as then they are no longer standards. Traditionally,
it has been assumed that English language learning is remedial in nature (again based on the deficit model). When English
language learners are expected to meet the same standards, it is more akin to ‘immersion.’ Equity for English language
learners is best achieved through instruction to meet expectations and not through the lowering of the expectations.

STATEMENT #14: The RTI model from the US is an appropriate fit for English learners in an international school
since beginners can receive targeted Tier II or Tier III interventions immediately.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
7
 Find The Myths Responses

 Myth. In the US, Tier I instruction for schools means providing responsive instruction for English learners; this includes
language scaffolding and differentiation in mainstream classrooms with the support of EAL specialists. English learners
who do not respond to Tier I instruction move on to Tier II, etc.

STATEMENT #15: The ‘inclusion’ movement is appropriate for English learners as much as it is for students with
learning needs since the two populations are so similar; in fact, EAL and Learning Support teachers do the same work.

 Myth. The role of the Learning Support Specialist is to support access to learning through such instructional approaches
as adaptations, accommodations, interventions, and modifications, depending on the specific learning needs of students
(e.g. IEP). The role of the EAL specialist to provide explicit and intentional English acquisition instruction and to use
differentiation to help English learners access grade-level content. While some strategies may overlap with these two
populations, there are many differences and research shows that using the former with the latter population results in
the long-term English learner (LTELL).

STATEMENT #16: The use of students’ primary languages will hinder their success in English.

 Myth. A major problem facing English learners is often articulated as one of not knowing English, though in reality the
real problem may be what can only be labeled as an “obsession with speaking English” since the general perception is that
the more students use English, the faster they will acquire it. The way in which teachers and schools view students’
languages and language-usage patterns may have an even greater influence on their achievement. A shift in thinking is
necessary to move away from such a perspective: all teachers need to understand how languages are acquired, how to
develop an additive perspective concerning bilingualism, and how to consciously foster dual-language literacy.
International schools need to move beyond what may be a monolingual paralysis: the goal of second language acquisition in
international-school settings is the making of English-knowing balanced bilinguals – a concept inherently supported by the
IB program (not English monolinguals or ambi-bilinguals who are bilinguals that are perfect in both languages). The reality
is that English will most likely always be an additional of English language learners and not a ‘native language’ – just by
definition.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
8
 Find The Myths Responses

STATEMENT #17: English learners should not be allowed to study another language when they are trying to learn
English since this will confuse them and slow down the acquisition of English.

 Myth. This myth has its genesis in the perception that second language acquisition suffers from interference - a once
popular notion though now essentially dismissed in the research. Linguists and second language practitioners accept the
concept that bilingualism is enabling rather than disabling and, again, many would easily argue the same for trilingualism.
Continuing to conceive of sequential language acquisition as pedagogically sounder than simultaneous language acquisition
resonates of the deficit model of bilingualism. Unfortunately, it is difficult to convince those who hold onto monolingual
perceptions of language acquisition otherwise. Research on so called at-risk students’ potential success in studying
another world language indicates that they can indeed be successful. Keep in mind that many variables such as motivation,
feelings toward the target language and culture, and learning style also impact upon second language acquisition so a one-
to-one correspondence is far too simple a response (i.e. weak English proficiency = lack of success studying the host-
country language). The issue of being really proficient in additional languages as an advantage for all children needs to be
addressed. If so, then we must reflect again upon our notion of sequential language learning as a better approach than
simultaneous language acquisition - whether it is for the English language learner or the English-proficient student
learning another language.

STATEMENT #18: The most effective program for preparing English learners for mainstream classrooms is the
language-led, pull out model so they can learn survival language, vocabulary, and grammar.

 Myth. Neither traditional ESL pull-out programs (i.e. language-based curriculum) nor unprepared mainstream classes (i.e.
mainstream teachers with no training) are suitable instructional environments for English language learners, especially
when there is little to no articulation between the two. The questions of who owns English language learners, and why,
resonate in this context. ESL teachers feel a need to protect students from what they see as potential discomfort or
harm in mainstream classes. Classroom teachers feel mystified by students who do not share the language of the
classroom and are often ill-equipped to support English language learners’ academic achievement. The longer these
sensitivities endure, the longer schools delay implementing an inclusive model of responsibility, whereby all teachers own
English language learners alike.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
9
 Find The Myths Responses

STATEMENT #19: As international schools’ populations continue to change, schools can hire more EAL teachers (and
charge parents extra tuition) or build the capacities of all teachers to provide responsive classroom conditions for
English learners.

 True. If English learners are pulled out by EAL specialists there may not be many students left in the mainstream classes!

STATEMENT #20: English learners need to be grouped by similar language proficiency ‘levels’ just as is done with
Chinese- or world-language programs in international schools.

 Myth. TESOL standards for English language learners (see www.TESOL.org) underscore the implementation of content-
based EAL programs in order to provide English language learners immediate access to challenging, grade-level content
and create a vision of academic success by describing the language proficiencies needed to attain the same high-level
standards in content areas as English-proficient students. For this to happen, students need to be grouped and serviced
by their respective grade levels rather than traditional language-proficiency levels. EAL teachers need to utilize the
same kinds of instructional approaches for multilevel students as classroom teachers must; for example, differentiation,
cooperative learning, process and developmental literacy strategies, and performance assessments. Besides, language
acquisition is not linear, sequential or uniform so the concept of homogeneous language groups to facilitate language
development is lost (e.g. think of the difference between ‘foreign’ and second language models and goals as evidenced by
the fact that most students cannot speak a language they have studied for several years).

STATEMENT #21: Classroom teachers should not assess or grade English learners with the same criteria (e.g.
expectations) used for English-proficient students.

 Myth. The use of standards-based performance assessments to gather evidence of what students know and can do along
with criteria given to students at the outset of instruction (e.g. rubrics) along with well-planned instructional scaffolds to
support students through the rubric should be the focal point of an equitable grading system. EAL and classroom
teachers can collaboratively use standards and evidence-based performance assessments to dismantle assumptions that
attribute lack of success to lack of English proficiency by focusing instead on the ongoing and unwavering preparation of

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
10
 Find The Myths Responses

English language learners for academic success. The use of instructional scaffolding tools can support English language
learners to attain the same criteria as their English-background peers. Equity is provided through the instructional
process and not by lowering expectations.

STATEMENT #22: The presence of too many English learners lowers the standards of classrooms and schools since
using effective instructional strategies for them in mainstream classrooms slows down the learning of the other
students.

 Myth. This statement implies a perception that linguistic and cultural diversity is a deficit rather than a resource.
Schools which have a majority of English language learners and display exemplary reform efforts share the following
common characteristics: a school-wide vision of excellence that incorporates English language learners and creates a
community of learners engaged in active inquiry, programs which develop English proficiency and cultivate primary-
language skills, and a conscious effort to recruit and hire multilingual staff who are trained to support linguistically- and
culturally-diverse students. Fortunately, the criteria for providing responsive learning environments for English language
learners are similar to many of those for all students, including those for the gifted. Much of the academic literature
today speaks to teachers about the need to create inquiry-based and learning-centered environments. These include: the
articulation of what students should know and be able to do (i.e. standards or outcomes), the determination of acceptable
evidence for this knowledge and behavior (i.e. evidence-based assessment), the planning of learning experiences to develop
students’ conceptual understandings, the utilization of process literacy strategies (i.e. reading and writing processes,
open-ended and interpretational questioning techniques), and the use of instructional frameworks for diverse learners (i.e.
backwards design of learning experiences, differentiation, cooperative learning, collaboration between classroom and
learning-support teachers). Avoiding the twin sins of classrooms also contributes to an inquiry-based and learning-
centered environment; namely, the use of topics and activities in elementary school not grounded in standards or outcomes
and the issues of curriculum coverage and transmission of information in upper school.

STATEMENT #23: Native-English students’ or English-proficient bilinguals’ language development and academic
achievement will be delayed in immersion classrooms because the subject matter needs to be watered down and the
instruction needs to be modified.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
11
 Find The Myths Responses

 Myth. The subject matter in immersion language programs is not watered down and the instruction is not modified.

STATEMENT #24: The presence of too many of one language group (e.g. Chinese speakers) makes immersion less
effective than when there is a mix of language groups (e.g. Chinese, Korean, Swedish, French, etc.).

 Myth. Programs with one population are called ‘pure immersion’ and programs with mixed populations are called ‘sheltered
immersion.’ Both are proven effective as long as they are done correctly.

STATEMENT #25: Teachers of English or academic content in English need to be native speakers of English.

 Myth. It is not necessary to be a native speaker of a language, though one must be proficient. Similarly, it is not
necessary for ESL teachers to speak a language other than English though it can be very helpful! The globalization of
English cries out with the need to come to terms with the ‘internationalness’ of English. Exposure to and acceptance of a
variety of world Englishes is critical since that is the medium that most students will end up using in their futures.

_______________________________________________________________________________________________________________
VIRGINIA P. ROJAS Language Education Consultant [email protected]/ [email protected]/ Skype vprojas1
12