General Education Classroom Teachers Are Responsible For Providing The Primary Instruction For English Language Learners

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

Doctors Ana Iddings and Mary Combs are Associate Professors from the University of Arizona who conducted research on how to help English language learners become successful in grades Kindergarten through 12 along with Dr. Luis Moll who is a Professor Emeritus from the named university. Dr. Iddings has conducted individual research on many topics, one being the education and professional development of teachers to work with English language learners (ELLs) and their families. Dr. Combs currently teaches courses in bilingual and English as a Second Language (ESL) courses on the graduate and undergraduate levels. Dr. Moll’s main research was conducted in education of Latino children in the United States.

Teachers must have high expectations for all of the students and should give a variety of supports for the different learners in their classrooms. English Language Learners are a group of learners who equity, not equality, makes a difference to. If a teacher taught all students equally, the ELL students would still struggle with the language barrier and probably would not learn to their full capacity. On the other hand, a teacher is equitable in her teaching could help teach these students to their fullest capacity. This would include using evidence-based strategies and supports to help bridge the gap of language for these students, so they can better understand the

The Joplin School District located in Joplin, Missouri has eleven elementary schools, three middle schools, and one very large high school. There are around 7,000 student enrolled in the fifteen schools the district has to offer. As one can imagine this could bring the possibility of a very diverse student population. In Joplin’s schools there are many diverse studnets, but the numbers within this demographic limits the need for many English as a Second Language (ESL) teachers within the district. Moreover, with little ESL staff available, the schools have their work cut out for them because they have to assess, file, and evaluate all of the students. Currently, the Joplin ESL teachers and department officials are starting their school year.

The large school district in this study is located in the suburbs of New York City. The problem is ELL students are underachieving in reading and writing on state assessments when compared to non-ELLs in this district (NYSED, 2014b). Based on New York State’s Blueprint for English Language Learners Success (NYSED, 2014a), school districts have to ensure that all teachers can teach ELL students, and address diverse learning needs, such as cultural, linguistics, and socio-economic status, including students with disabilities. In addition, this problem impacts classroom teachers who may be highly qualified to teach content areas but may lack training in addressing the diverse learning needs of ELL students, which might include bridging cultural and language barriers (NCTE, 2008). Teachers need to be prepared to address the problem of underachievement for ELL students.

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

English language learners are students whose first language is not English. Consequently, ELLs have lower reading ability levels compared to non-English learners (Begeny, Ross, Green, Mitchell, & Whitehouse, 2012; Ross & Begeny, 2011). In addition, different ELL categories exist: long-term ELLs, migrant ELLs, and transnational ELLs. Long-term ELLs are United States citizens who have been enrolled in American schools since kindergarten; however, these students are classified as limited English proficient because they have not successfully acquired English during their elementary years. Furthermore, transnational ELLs move back and forth from their native country to the United States; therefore, the constant move between countries inhibit

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.

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

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

This article discusses the difficulties of students who are not native or classified as ELLs and the challenges they face in new American curriculum. It is important to be aware of possible challenges and struggles students may face within the classroom. This article opens with educators help students with certain lessons, while ensuring they understand the information. All too often teachers are unsure of their ability to teach ELL students or have classes that contain many students that they are unable to communicate with. Providing students and teachers with mentors is the only way to bridge the gap.

As a certified English as a Second Language (ESL) teacher, the English Language Learner (ELL) population is very near and dear to my heart. According to Barr, Eslami, & Joshi (2012), the ELL population is the fastest growing demographic in the U.S with most incoming students arriving from Asia/Pacific Islands and Hispanic regions. Both of these populations are expected to continue to increase in the future. Over two-thirds of this population over the age of 5 speak a second language at home. According to the 2013-2014 Texas Academic Performance Report (TAPR) there were 67 ELL enrolled on our campus, which is 3.6 percent of the total population of 1,851 students. Although this year our ELL population is lower than usual in future years are numbers are expected to grow exponential due to the rapid growth currently happening in our community. According to the Texas Education Agency (TEA), ELL students continue to have low achievement levels when compared to their native speaking peers. Data shows that as students get older, their success rates are lower and lower with over half not reaching mastery at the high school levels. Our campus is not different. The TAPR report shows that only 57% of our ELL population scored satisfactory on the end of year STAAR exam, which is almost 10% lower than the state average of 76% passing and 35% lower than the campus average of 92% passing. Due to these deficits, it is imperative to develop and plan of action that will help to bridge

Over the years, many schools have grown increasingly with diversity. As teachers, we must be aware of the many different students we will have in the classroom. This means that all our students will learn at different rates, take in new information differently, and overall have a different perspective on certain topics. With so much diversity in the school system, education policies for students who are English Language Learners (ELL) have greatly emerged. Many individuals move to the United States for better opportunities or to ensure their children obtain an education. With such a growing number of people entering the United States each day, emerging laws and cases must aim to support English Language Learners to ensure a fair and equal education for everyone.

Within the past ten years, the number of English Language Learners (ELLs) has doubled. An increase of more than 2 million ELL students in the U.S schools, left professionals within the field of education with no choice but to face the challenge of understanding cultural differences. In addition to this, educators must understand how these differences affect students’ language development, learning style, academic achievement and most importantly, his or her performance on standardized tests. These differences must be understood, valued and respected by all service providers, especially those who are involved in the decision making process concerning the placement of students in special educational programs. (Roseberry-McKibbin, 2014).

An ELL is an English Language Learner. There are countless and diverse people around the world who become ELLs for a variety of reasons. This could include fulfilling a language credit during the years of general education, or in order to acculturate to an English-speaking country or group of people. ELL’s bring their own preunderstanding of language to their learning experience, just as teachers bring their own unconscious bias to their classrooms. Teachers of English need to keep an open mind, and remember to be compassionate in dealing with their ELLs as there are a myriad of reason why they want or need to learn English. The needs of an ELL need to be addressed based on what their previous experiences have been, and what their reasons