Bilingual Language Learners ( Ell ), And Students

3). Some ELL students may start school without any English language skills, while others may have “limited language proficiency or dual language deficiency in both their native language and English” (p. 3). Just as native English speakers, ELL students also have different levels of intellectual abilities; however, their struggle with school in English may be related to background knowledge and not solely on intellectual abilities (Short & Echevarria, 2004). Samson and Collins (2012), purposes if school districts, administrations, and teachers want to see improvements in achievement for ELLs, “greater continuity in how general education teachers are prepared by teacher-education programs, certified by states and evaluated by local education agencies, or LEAs, is essential. By making sure that the special needs of ELLs are addressed at multiple stages of the teacher preparation process, schools may gain higher quality

In the case of ELLs their culture and identity are considered constraining factors with respect to academic challenges, but scholars feel that these are due to non-recognition of native cultural dynamics (Gay, 2000; Ladson-Billings, 1995). However, if these aspects are utilized it can contribute to a better learning experience in terms of language and other academic areas. The native cultural background and its linkage has the capacity to motivate and ignite interest in ELLs and it can provide the platform which would facilitate learning new skills and academic content. Research has also shown that measures to improve language skills of ELLs often neglect the interconnected dimensions of the culturally and linguistically diverse (CLD) student biography. In particular, understanding the sociocultural, linguistic, academic, and cognitive dimensions of ELLs is helpful for educators in order to attain higher standards of language proficiency and academic success (Perez and Holmes 2010). For instance, a teacher reflects on her personal experience in these words:

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Utah’s population of ELLs is diverse and while many of these students are in the process of acquiring English, they are entering Utah classrooms at different ages and grades along with varying degrees of educational

I taught for 25 years at an inner city school. My students were all second language learners, and often their parents were totally illiterate. I entered this career not as a teacher, but as a social worker turned teacher. The Los Angeles Unified School District was in dire need of bilingual educators, so they offered a district intern program where I took college courses while I worked in the classroom.

The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

The school system do not take in consideration that ELL students not only have a language barrier that prevent them from performing on the standardized tests, but that they are transitioning from a completely different learning environment. ELL students are also classified as poor academic performers because of their language barrier. This language barrier explain the academic achievement gaps between ELL students and native english-speaking students. The test scores are not sufficient proof to argue that ELL students have a gap in academic achievement. This is questionable to the validity of the standardized tests on ELL students.(Youth)

Sociocultural influences on ELL students are very strong; some families feel that their social life is a major part of their culture. The use of bilingualism is someone that is fluent in two different languages. An ELL students home language can be quite different than English. The students’ family may have no desire to speak English. This cause many learning delays because of the lack of practice. The parental and community resources for English acquisition in my area are scarce, but they did locate an amazing website for ELL families. The school district around me can improve their home and school relationship by getting the families more involved in their child’s education.

Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

This is a good starting point to help teachers distinguish between a true learning disability and learning English as a second language. If an ELL has a real learning disability then early detection is essential. However, if an ELL does have a learning disorder and does not receive special education for many years, because teachers were waiting for he or she to learn the language, serious consequences could happen (Haung, Clarke, Milczarski, Raby, 2011). Students could be grade levels behind their peers and could suffer emotionally and socially in and out of school. Some ELLs may be able to speak in their native language, but they may not be able to read and write in it. Finally, teachers also have to pay very close attention to ELLs. Each ELL has had a different set of experiences and ranges of educational exposure (Haung, Clarke, Milczarski, Raby, 2011). Teachers must push for appropriate professional development for teachers working with ELLs. Teachers are more prepared to deliver appropriate assessment and instructional modifications to ELLs with disabilities when they have been given appropriate professional development (Haung, Clarke, Milczarski, Raby, 2011).

“According to the National Clearinghouse for English Language Acquisition, from the 1997-98 school year to the 2008-09 school year, the amount of ESL learners enrolled in U.S. public schools increased from 3.5 million to 5.3 million, a 51% increase” (WeAreTeachers Staff). The number of international students is very hide in that country “the percentage of students ages 5-12 who speak a language other than English at home has doubled since 1980” (Shi, Steen 64). In our days, around 200 dialect are be spoken in America (WeAreTeachers). “According to the 2013 American Community Survey (ACS), Spanish was the most common home or first language, spoken by 71 % of ELL students, Chinese was second with 4%, followed by Vietnamese 3%, and French/Haitian Creole 2% ” ( Top Language 1).