English language learners (ELLs) are students acquiring English as an additional language. This topic covers their characteristics, common misconceptions, and theories of second language acquisition that inform teaching practices.
The notes explore stages of language proficiency, instructional strategies, and assessment methods for ELLs. They also address cultural considerations, legal issues, technology integration, and collaboration models to support ELLs in mainstream classrooms.
Definition of English language learners
- English language learners (ELLs) encompass students who are in the process of acquiring English as an additional language
- Understanding ELLs forms a critical component of English and Language Arts Education, requiring specialized instructional approaches and assessment methods
Characteristics of ELLs
- Diverse linguistic backgrounds ranging from complete beginners to advanced learners
- Varied educational experiences in their home countries
- Often possess strong literacy skills in their native language
- May experience a "silent period" during initial English acquisition
- Frequently demonstrate rapid progress in conversational English while academic language development takes longer
Common misconceptions about ELLs
- Assumption that all ELLs have the same level of English proficiency
- Belief that immersion alone is sufficient for language acquisition
- Misconception that ELLs should avoid using their native language
- Incorrect assumption that ELLs with good conversational skills are equally proficient in academic English
- Belief that ELLs with accents have limited English proficiency
Second language acquisition theories
- Second language acquisition theories provide frameworks for understanding how individuals learn additional languages
- These theories inform instructional practices and curriculum design in English and Language Arts Education for ELLs
Krashen's monitor model
- Comprises five main hypotheses
- Acquisition-Learning Hypothesis distinguishes between unconscious acquisition and conscious learning
- Natural Order Hypothesis posits that language structures are acquired in a predictable order
- Monitor Hypothesis suggests learned knowledge acts as an editor for acquired language
- Input Hypothesis states that comprehensible input slightly above current level (i+1) is crucial for acquisition
- Affective Filter Hypothesis emphasizes the role of emotional factors in language acquisition
Cummins' BICS vs CALP
- BICS (Basic Interpersonal Communication Skills) refers to everyday conversational language
- Typically developed within 1-3 years of exposure
- Includes context-embedded communication (facial expressions, gestures)
- CALP (Cognitive Academic Language Proficiency) encompasses academic language skills
- Takes 5-7 years or more to develop fully
- Involves context-reduced communication and higher-order thinking skills
- Distinction helps educators understand why ELLs may struggle academically despite fluent conversational skills
Stages of language proficiency
- Language proficiency stages describe the progression of language acquisition
- Understanding these stages guides instructional planning and assessment in English and Language Arts Education
WIDA levels
- Comprises six levels of English language proficiency
- Entering (beginning stage)
- Emerging (increased comprehension, limited production)
- Developing (expanded vocabulary, simple sentences)
- Expanding (variety of sentence structures, more complex academic language)
- Bridging (approaching native-like proficiency)
- Reaching (native-like proficiency across content areas)
- Each level includes specific can-do descriptors for listening, speaking, reading, and writing
ACTFL proficiency guidelines
- Describes language proficiency in terms of ability to communicate in real-world situations
- Divided into five main levels
- Novice (limited to memorized words and phrases)
- Intermediate (can create with language, ask/answer simple questions)
- Advanced (can narrate and describe in major time frames)
- Superior (can support opinions, hypothesize, discuss abstract topics)
- Distinguished (highly articulate, able to tailor language to audience)
- Each main level further divided into Low, Mid, and High sublevels
Instructional strategies for ELLs
- Instructional strategies for ELLs focus on making content accessible while supporting language development
- These strategies are essential for effective English and Language Arts Education in linguistically diverse classrooms
Sheltered instruction
- Adapts academic content for ELLs while maintaining grade-level rigor
- Incorporates language objectives alongside content objectives
- Utilizes visual aids, realia, and hands-on activities to support comprehension
- Emphasizes vocabulary development and background knowledge activation
- Provides opportunities for interaction and practice in all language domains
Content-based instruction
- Integrates language learning with subject matter instruction
- Focuses on learning language through academic content rather than in isolation
- Enhances motivation by connecting language to meaningful contexts
- Develops academic language proficiency alongside content knowledge
- Supports transfer of cognitive skills across languages
SIOP model
- Stands for Sheltered Instruction Observation Protocol
- Comprises eight interrelated components
- Lesson Preparation (content and language objectives, appropriate content concepts)
- Building Background (linking concepts to students' experiences, emphasizing vocabulary)
- Comprehensible Input (clear speech, modeling, multimodal techniques)
- Strategies (teaching learning strategies, scaffolding techniques)
- Interaction (frequent opportunities for interaction, grouping configurations)
- Practice and Application (hands-on materials, applying content and language knowledge)
- Lesson Delivery (supporting content and language objectives, appropriate pacing)
- Review and Assessment (providing feedback, assessing student comprehension)
Assessment of ELLs
- Assessment of ELLs requires consideration of language proficiency alongside content knowledge
- Effective assessment practices in English and Language Arts Education account for linguistic and cultural factors
- Formative assessment
- Ongoing, used to monitor progress and inform instruction
- Includes techniques like exit tickets, think-pair-share, and quick writes
- Provides immediate feedback to adjust teaching and learning
- Helps identify areas where ELLs need additional support
- Summative assessment
- Evaluates learning at the end of an instructional unit
- Includes standardized tests, final projects, and end-of-unit exams
- Measures overall achievement and proficiency
- May require accommodations to accurately assess ELLs' content knowledge
Accommodations for ELLs
- Extended time for test completion
- Use of bilingual dictionaries or glossaries
- Simplified language in test directions and questions
- Read-aloud options for test items (except reading comprehension passages)
- Provision of word banks or sentence starters
- Allowing responses in native language (with translation)
- Use of visual aids or manipulatives during testing
Cultural considerations
- Cultural considerations in ELL education recognize the diverse backgrounds of students
- Incorporating cultural perspectives enhances engagement and relevance in English and Language Arts Education
Culturally responsive teaching
- Acknowledges and values students' cultural identities
- Incorporates diverse perspectives and experiences into curriculum
- Uses culturally relevant texts and materials
- Addresses bias and stereotypes in literature and media
- Promotes critical thinking about cultural representations
- Encourages students to connect learning to their own cultural contexts
Funds of knowledge
- Recognizes the valuable knowledge and skills ELLs bring from their home cultures
- Includes linguistic resources, cultural practices, and family traditions
- Incorporates students' prior knowledge into instruction
- Utilizes family and community resources to enhance learning
- Validates diverse ways of knowing and problem-solving
- Builds bridges between home and school experiences
Legal and policy issues
- Legal and policy issues shape the educational landscape for ELLs
- Understanding these frameworks is crucial for implementing appropriate practices in English and Language Arts Education
Lau vs Nichols
- 1974 Supreme Court case establishing equal educational opportunities for ELLs
- Ruled that providing the same facilities, textbooks, teachers, and curriculum to ELLs without special provisions violates the Civil Rights Act of 1964
- Led to the development of bilingual education programs and ESL services
- Requires schools to take affirmative steps to overcome language barriers
- Established the legal basis for providing language support services to ELLs
ESSA and ELL provisions
- Every Student Succeeds Act (2015) includes specific provisions for ELLs
- Moves accountability for ELLs from Title III to Title I
- Requires states to standardize entrance and exit procedures for ELL programs
- Mandates reporting on long-term ELLs and ELLs with disabilities
- Emphasizes English language proficiency as a measure of school quality
- Allows states to exclude newly arrived ELLs from language arts tests for the first year
Technology integration for ELLs
- Technology integration enhances language learning opportunities for ELLs
- Digital tools support various aspects of English and Language Arts Education, from vocabulary acquisition to comprehension strategies
Language learning apps
- Duolingo provides gamified language learning experiences
- Rosetta Stone offers immersive language instruction through images and audio
- Babbel focuses on conversational language and pronunciation practice
- Quizlet allows creation of digital flashcards for vocabulary study
- VoiceThread enables audio and video discussions to practice speaking skills
- Text-to-speech software supports reading comprehension by providing audio support
- Digital annotation tools allow students to highlight, comment, and ask questions within texts
- Graphic organizer software helps visualize relationships between concepts
- Interactive whiteboard applications facilitate collaborative brainstorming and idea mapping
- Adaptive reading platforms adjust text difficulty based on student performance
Collaboration and co-teaching
- Collaboration and co-teaching models support ELLs in mainstream classrooms
- These approaches integrate language and content instruction in English and Language Arts Education
Push-in vs pull-out models
- Push-in model
- ESL teacher provides support within the regular classroom
- Allows for immediate application of language skills to content learning
- Promotes inclusion and peer interaction
- Requires strong collaboration between ESL and content teachers
- Pull-out model
- ELLs receive specialized instruction outside the regular classroom
- Allows for focused language development
- Provides a low-anxiety environment for language practice
- May limit exposure to grade-level content and native English speakers
ESL and content teacher partnerships
- Collaborative planning ensures alignment of language and content objectives
- Co-teaching models include
- One teach, one observe (gathering data on student performance)
- Station teaching (dividing content and students)
- Parallel teaching (teaching same content to different groups)
- Alternative teaching (one teacher works with a small group)
- Team teaching (both teachers instruct the whole class)
- Shared responsibility for adapting materials and assessments
- Joint professional development to enhance understanding of ELL needs
Family and community engagement
- Family and community engagement supports ELLs' academic success
- Incorporating these connections strengthens English and Language Arts Education programs
Home language support
- Encourages families to maintain and develop the home language
- Provides bilingual resources for homework and reading at home
- Utilizes translation services for school communications
- Incorporates multilingual signage and materials in school environments
- Supports biliteracy development through dual language programs
Parent involvement strategies
- Offers flexible meeting times and locations to accommodate work schedules
- Provides childcare and transportation for school events when possible
- Organizes multicultural events to celebrate diverse backgrounds
- Creates parent leadership opportunities (advisory committees, classroom volunteers)
- Establishes family literacy programs to support adult English learning
- Utilizes technology (apps, websites) for ongoing communication with families
Professional development for ELL teachers
- Professional development enhances teachers' skills in working with ELLs
- Ongoing training ensures best practices in English and Language Arts Education for linguistically diverse learners
TESOL standards
- Developed by Teachers of English to Speakers of Other Languages (TESOL) International Association
- Comprises five domains
- Language (understanding language as a system and language acquisition)
- Culture (understanding the role of culture in language development and academic achievement)
- Instruction (planning, implementing, and managing instruction)
- Assessment (issues of assessment for English language learners)
- Professionalism (keeping current with research and acting as an advocate for ELLs)
- Guides teacher preparation programs and professional development initiatives
Ongoing training opportunities
- Workshops on specific instructional strategies (SIOP, differentiation techniques)
- Online courses focusing on second language acquisition theories and practices
- Conferences (TESOL, National Association for Bilingual Education) for networking and learning
- Action research projects to investigate and improve classroom practices
- Peer observation and coaching to share effective techniques
- Book studies on current research in ELL education