ELL Summary And Analysis

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

One Misconception regarding ELL students is that immersion into an English-speaking classroom is enough for students to learn English.

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.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

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.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

In recent decades, the United States has seen a dramatic increase in the diverse population, especially with English-language learners in the education system. English-language learners are students who are unable to communicate fluently or learn effectively in English. These students come from a non-English speaking home or background and require specialized instruction in the English language and their academic courses. Educators use a number of terms when referring to English-language learners, limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students (York, 2008). As

Strategies for Teaching ESL Student - ESL Students in the Classroom. (n.d.). Retrieved February 02, 2016, from https://www.eslpartyland.com/teaching-esl-student

ELL (English Language Learner) are individuals whose first language is not English and who are presently learning English. The term ELL can envelop an extensive variety of proficiencies in English from truly negligible abilities to very familiar. In schools and locale ELL may be utilized to mean the same as constrained English capable (LEP), however in fact it doesn't mean the same thing. It's critical to comprehend what a content or speaker considers ELL to mean.

2. Ferlazzo, L., & Siepniesky, K. H. (2012). The ESL / ELL Teacher's Survival Guide

Many challenges are facing English language learners and their parents; students have difficulties communicating effectively, and having to do math and reading tests in English when they are not proficient in the adoptive language. While, their parents may have limited proficiency in English and may also have a different schooling history. Therefore, the responsibility of educating ELLs must include parents. According to Panferov, “As educators, understanding the challenges that ELL parents may face is critical to fostering parental involvement in our ELL students’ school experiences and, subsequently, supporting ELL students’ academic success” (2010, pp. 106-112). The

Whether one wants to travel, find a job, or find entertainment, the English language will most likely be somewhat involved. This comes as no surprise since English has been referred to as the unofficial language of globalization (Corrêa De Almeida). Globalization is attractive to many because, “it is the interaction and integration among the people, companies, and governments of different nations” (Globalization 101, 2016). With this in mind many seek to learn English to gain better job opportunities or to simply have access to worldly entertainment. English as second language (ESL) education techniques now become the center of attention in order to satisfy the demand for effective English learning as a foreign language. ESL education techniques must take into consideration student’s learning style, background, and weaknesses to provide an effective learning environment.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

As a result, those EAL students will struggle due to lack of understanding in the class and gradually lose their motivation to study when they compare themselves to other mainstream students. According to Fernesten (2008), EAL students often fail to perceive themselves as an user of English, but instead they “reflect the conflict, struggle, and tension of differences in English”. Fernesten then further explained the term “differences in English” implies that EAL students will often compare themselves to native users of English, and have desire to gain “native-like language competence” as their goal. However their desire of achieving ‘native-like competence’ do not enhence their language ability, but instead sets a barrier between EAL students and other mainstream students as they (EAL students) see themselves being different from mainstream students and would often exclude themselves from class participation as they afraid of make mistakes in the class. This has significanrly limited their learning in the class. From the same research, Fernesten (2008) concluded that majority of EAL students “feel inferior to native user of English and see themselves as outsiders”. This will be particularly problematic for schools with large number of EAL enrolments. As a result, many schools have launched various learning support and inclusion policies to accommodate such problems.

The rapid spread of English has inspired many scholars to look into the probability of shifting from traditional ENL (English as a native language) pedagogy in ELT to EIL (English as an International Language (Jenkins 2009; Kirkpatrik 2007; Sharifian, 2009, Matsuda 2012, McKay, 2012). Taken together, the goal of teaching English today from an EIL perspective is to prepare the learners to use English to become part of the globalized world, which is linguistically and culturally various, and thus both teachers and EIL courses should prepare learners for such diversity and to represent English as a pluralistic and dynamic component rather than a monolithic and static one. Traditionally, curriculum developers have presumed that American or British English should be the target language in ESL/EFL curriculum. The emergence of other possible models happened when Kachru (1985, 1986) distinguished among three circles of English. According to Kachru (1986), these circles set up “three distinct types of speech fellowships of English, phases of the spread of the language, and particular characteristics of the uses of the language and of its acquisition and linguistic innovations” (p.122). As McKay (2012, p.10) puts it “traditionally L2 pedagogy and research have been dominated by the assumption that the goal of bilingual users of English is to achieve native-like competence in English. However, for those individuals who use English essentially as a language of wider communication