English Language Learners

ELL stands for English Language Learners and are often students from countries which do not speak English that come to school to learn not only the regular content that a school teaches but also the English language. One of the many issues teachers face in helping students learn the content in class is the challenge of integrating the students’ native language along with the content of the lesson. Studies have shown that “3 years of exposure to English is not long enough for all individual ELLs to catch up to their monolingual peers for all subdomains of language” (Paradis, 2016). To properly teach ELL students both content for subjects as well as the English language teachers need to help integrate English and the students’ native language

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.

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).

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

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

Assessment is essential as the information gathered is how the students are progressing to the learning outcomes and performance standards. Upon completing this artifact, it is recognized how assessments impact how instruction should be delivered, and recognizing that all students will learn differently. As an educator, flexibility and adapting to the diverse learning environment is necessary to ensure all students are grasping the material. Realizing there are those who do not test well and trying to find ways to assess those skills through class discussions or group work while encouraging the students and praising them for their efforts. Designing and creating unique ways to ensure all students are learning the material and meeting the objectives and goals set forth in the lesson plan. It is the responsibility of an educator to develop goals that will reinforce lesson plans, lectures, and instruction. Those students who have an IEP modifications will be made based on their IEP recommendations. For ESL/ELL students in the class, modifications will be made on a case by case as recommending to ensure the students are successfully meeting their learning goals to their fullest

The mere reference to the label given to students acquiring the English language potentially sparks debate amongst educators, policy makers and researchers. The federal government refers to these students as Limited English Proficient (LEP) students. This identification references the deficiencies the student may have rather than to identify the diversity and gifts that the student may possess. Such labels set premature limitations of the student and predisposes the student to limited rigor in instruction. Educators and researchers reference the same subgroup of students as ELLs, establishing the understanding that with sufficient support, increased rigor and cultural understanding, students will succeed.

The English proficiency test was designed to test the ELL students’ levels on reading, writing, and speaking. Because some proficiency test scores were so low in some districts, the U.S. Education Department Office determined to find out if ELL students were receiving an education equal to other students who are fluent in English.

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

Standardized assessments are beneficial for ELL in terms of placement, process, and existing ELL programs because it tells us about the student’s background and what they already know and also what they still need to know. Assessment strategies are incorporated as a component of this theoretical overview on the grounds that teachers should make adjustments to their teaching strategies on the knowledge they have of their students' developing skills (Herrell, A.L., & Jordan, M., 2016). Teachers are able to use assessments to “identify students’ English language development levels, strengths, and learning levels and use those results to identify areas to be addressed by differentiated instruction and possible approaches to use” (Herrell, A.L.,

English Language Learners (ELL) constituted 9.5% of the students in the United States in the school year 2012-2013. That is equivalent to 4.4 million students and the number seems to be growing. These statistics call for special training for educators in the United States so they can tackle any problem due to language barriers. It is important for teachers to understand the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) to better understand and instruct english language learners.

This task is focused on the assessment components of two ELL students, Vicente Flores, and Mingyu Wong. Vicente Flores is one grade level below his current grade. He does have a learning plan which consists of a shortened test, oral answers, and using manipulatives, just to name a few. Mingyu Wong has a shortened IEP which states she requires practice emphasizing critical information, using graphic organizers, and pre-teaching vocabulary. She is also one grade level below her current eighth-grade level.

There are not many advantages for English language learners whereas standardized testing is concerned. Teachers will have to create individualized ways in monitoring students’ progress to gain true assessment results.

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