Language Learners : Does It Promote Or Hinder Literacy Development?

902 Words Feb 22nd, 2016 4 Pages
In her article, Mainstreaming English Language Learners: Does it Promote or Hinder Literacy Development?, author Esther Somé-Guiébré, discusses the impact on literacy development when English language learners (ELL) are placed in mainstream classrooms. In this study, she followed two ELL students who are native French speaking African immigrants in the fifth grade in American schools. One of the students was a recent immigrant, only arriving five months ago, and the second was in her third year of schooling in America. The major concepts Somé-Guiébré highlights are the content knowledge exposure, lack of collaboration between ELL and mainstream teachers, as well as the limited interaction between teachers and their ELL students. The two students in the study were shown to be given limited exposure to content knowledge. Although they were in mainstream classrooms with native English speakers, these ELL students were missing out on a lot of classroom instruction due to being taken away from the classroom for intervention. The author found that both students would be pulled away during the middle of one lesson and returned in the middle of another. She also discussed the ELL teacher’s viewpoint that the student should be really exposed to content area in social studies for the first grade, not fifth as she needs to “…put the language with that she is doing” (Somé-Guiébré.) Somé-Guiébré also found that there was no collaboration between the ELL and mainstream teachers. A lack…
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