Esl Vs. Ell Student

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

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

Utah’s population of ELLs is diverse and while many of these students are in the process of acquiring English, they are entering Utah classrooms at different ages and grades along with varying degrees of educational

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.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

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.

ESL or ELL students are going to walk into a classroom at different learning levels. Generally, they’ll need to focus on listening, speaking, reading, and

In 2000, 6 out of 7 elementary school students and 2 out of 3 middle school students lived in homes where English was not available. Over the past five years, ELL has increased language isolation even in schools that are concentrated in a few schools. Research has begun to document the impact of such isolation trends. For example, in an analysis by a metropolitan school district, Frankenberg and Lee argued that black and Latino exposure to white students was reduced and language isolation was not confined to Latino ELL students. Some Asian ELL students are also isolated. Almost 40% of all children with parents born in Vietnam and China were linguistically isolated and low income backgrounds. Korean parents' ELL children are also linguistically isolated at a relatively high level. In addition, most schools with a high ELL population show a strong correlation between the lack of English language skills and poverty, as confirmed by the 2000 Census data, due to the large number of low-income populations. As a result, poorer schools that target an intensive population of low-income ELLs generally have low educational capacity. In addition to not speaking or reading English, schools with a high ELL population face the problem of communicating with parents whose literacy level is lower in their native language. Many ELL parents did not graduate from

of ELLs in New York State (Lesli, 2014). However, with the growing number of immigrants in suburban and rural areas, the population of ELLs is on the rise everywhere?. In 2008, 34.3 percent of 9th graders took four more years to graduate than others (Lesli, 2014). This was a significant gap and the weakest result among other groups. Thus the policy for ELL support and instruction was something that was much needed and once it was brought forward it was supported across the board. A major reason for the support was consultation and collaboration of major stakeholders, be it teachers, education experts, or advocacy groups. Susanne Marcus, the president of New York State Teachers of English to Speakers of Other Languages, or NYS TESOL, said that with the adoption of common core there was a fear among ESL and bilingual teachers that ELLs would be neglected in a major way. But the way ESL experts were involved in evolving and preparing the Blueprint made her feel that she and her colleagues contributed with their experience and expertise to have a statewide impact. She also felt that the effort was unique since apart from language proficiency and content, it also focused upon the social and emotional needs of students. Citation needed

The challenges an English language learner (ELL/ESL) struggles with, such as “how one flips from one language to another ultimately determines an English language learner’s success,” existed before the Common Core (Vilson). Other educators, like Lori Musso, have been working on implementing the Common Core for ELL students. Musso is with the San Mateo County Office of Education and has explained that the standards for ELL, and the standards for the general curriculum, have been merged into the same standards as their peers (Avendano). The executive director at Stanford University’s Understanding Language initiative, Martha Castellón, works to improve the education of ELL under the new Common Core. “We know what needs to be done in terms of educating ELLs, to give them the language skills they need to be successful under the [Common Core],” says Castellón, but she realizes that there’s a shortage in resources for the ELL instructors

Classes in ESL Services are designed for their students’ needs and the faculty helps them to achieve their English goals. The English Language Program (ELP) has not been fully developed. The class I observed is just beginning to incorporate the needs of non-English speaking students due to the need of ESL students. A teacher assists 4 students.

There has been a very big jump in the number of immigrants coming into the United States. This has led to a rise in the number of English language learners in schools around the U.S.. However, this means that educators, administrators, and those apart of the education district need to work together to create more support for this growing population of ELL students. This article brings up five different lessons on creating support for ELL learners in schools. The first lesson is, “Make success for ELLs a central issue.” This involves the commitment of everyone involved in the school towards improving the education of these students. Educators need to develop and communicate in order to create a unified plan to improve education and instruction. This is the

ELL students come from all over the world and experience different ways of life, so in order for a teacher to know about their students they must also know where they came from in order to better understand them and their different levels of language proficiency. One of the many struggles is that students come into the classroom with different levels of language proficiency. Some people believe that this makes it impossible for the students to perform well, but that is not the case. ELL learners learn the same way as English speaking students. There are many factors that contribute to how a native speaking student learns and there is no difference in how an ELL student learns. ELL students are affected by the climate of the classroom, translation resources, and support. The questions to consider when examining and ELL classroom for these things is how the students are treating each other, are there the proper resources for ELL students, and what techniques are used to help ELL's understand the information. A lot of people are advocates for English-only classrooms, but they are unaware of how this will affect the children and also how much the children need

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