English Language Learners (ELLs)

 

 

 

Working with ELLs can be challenging if not adequately prepared.  Here is some information to help with the instructional process.  But, first, it's important to set the context for understanding.

 

 

Context

 

Bilingualism is a worldwide phenomena across the U.S.

 

Rate of ELL increase in public schools is huge.

 

• 17.9% of all individuals in U.S. speak another language (i.e. other than English) (U.S. Census Bureau, 2007).
• Between the decades 1998-199 and 2008-2009, the ELL population grew by 51% as opposed to the general student which grew  by only 7% (National Center for English Language Acquisition, 2011)

 

Takes 2-3 years for oral language development and 4-6 years or 5-7 years (or longer) for academic language development (Collier, 1987; Hakuta, 1986) 

 

Academic language is developed within timeframe with a strong foundational base in 1st language (Cummins, 1984; 1998).

 

Study with 210,054 students showed that ELLs in maintenance bilingual education program (i.e., maintaining instruction in both languages form 4-5 years) performed equal to their non-ELL counterparts by 5th or 6th year (Thomas & Collier, 2002).

 

ELL needs opportunity to practice L1 and L2 or the 2 languages may be lost or underdeveloped.

 

The cognitive benefit of balanced bilingualism cannot be attained unless the student achieves a strong foundation in L1 (Brice, Kester, & Brice, 2011).

 

So, what strategies can educators use?  Try the following (in bold) (Alliance for Excellent Education, 2005):

 

• Vocabulary and Language Development:  Introduction of new concepts by discussing vocabulary words key to that concept.
   
  Example Activities
   
• Word Analysis (e.g., dissecting words into parts (prefix, root, suffix)
• Vocabulary Journals, A-B-C books, word webs, and word walls
• Interactive editing, Cloze paragraphs, dictations, and subject-specific journals
   
• Guided Interaction:  Structure multiple opportunities for peer-to-peer interactions as they learn content.
   
  Example Activities
   
• Partner interviews, Class surveys, Think-Pair-Share
• Poster projects, Group presentations
• Reader’s Theatre
   
• Metacognition and Authentic Assessment:  Teach students processes for metacognition (i.e., pre-reading & pre-writing, word analysis, checking for understanding).
   
  Example Activities
   
• Guided reading, Pre-reading guides, Anticipation guides
• Think alouds, K-W-L
  • Learning logs/journals, quick writes
     
• Explicit Instruction:  Teach essential grade-level concepts & build student’s background knowledge.
   
  Example Activities
   
• Teach/explain prerequisite language applications: reading directions, idioms, sentence starters
• Teach specific reading comprehension skills for completing task procedures, answering questions, understanding test & graphics
   
• Meaning-Based Context and Universal Themes:  Introduce new concepts through familiar resources, prompts, visuals, or themes.
   
  Example Activities
   
• Quick-write responses or recording student responses to visuals, current event stories, real-life models

 

 

 

• Identifying & analyzing  different perspectives & language references re:  essential concepts
   
   
• Modeling, Graphic Organizers, and Visual:  Model how to complete tasks.  Provide graphic organizers & meaningful visuals to support students’ recognition of essential information.
   
  Example Activities
   
• Venn diagrams, story maps, main idea & supporting detail schematics
• Read-alouds with examples of appropriate modulation of language delivery with repetition

 

 

References

 

• Alliance for Excellent Education., (2005). Accelerating academic    language development:  six key strategies for teachers of English-language learners,1-5.  Retrieved from: https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf
• Brice, A., Kester, E., & Brice, R., (2011, October 24).  English language learner characteristics:  an overview of assessment issues.  Retrieved from:  http://www.pediastaff.com/blog/english-language-learner-characteristics-an-overview-of-assessment-issues-5338
• Collier, V. (1987). Age and rate of acquisition of second language for academic purposes.  TESOL Quarterly, 21(4), 617-641.
• Hakuta, K. (1986). Mirror of language. The debate on bilingualism. New York, NY: Basic Books.
• National Center for English Language Acquisition. (2011). The growing number of limited
• English proficient students 1998-99/2008-09. Retrieved from: http://www.ncela.us/files/uploads/9/growingLEP_0809.pdf
• Thomas, P. & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
• U.S. Census Bureau. (2007). State and county quickfacts.  Retrieved from http://quickfacts.census.gov/qfd/states.00000.html