Characteristics Of English Language Learners

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Review of the Literature Research is scant that specifically addresses using the professional learning community model to meet the needs of teachers with English language learners. However, the researcher determined that three key areas of research effectively overlapped that, when combined, create an accurate picture of the current state of ELL teachers and use of the PLC model. This literature review establishes the characteristics of English language learners and their needs in the classroom, explores the current philosophy of professional development needs specifically for teachers with English language learners, and outlines the structure and function of professional learning communities. Characteristics of English Language Learners Current students in the ELL classroom are fundamentally different than those in the past and from one another, creating difficulty in describing the typical English language learner. According to Eun and Heining-Boynton (2007), students who have been labeled as English language learners vary significantly in terms of their cultural perspectives, spoken language, family circumstances, values and mores. They posited that these differences are subsequently brought directly into their classrooms, producing a complex learning environment. Gándara, Maxwell-Jolly and Driscoll (2005) agreed with this position, and noted that additionally English learners have diverse experiences in a wide range of other areas. These include a variance in
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