Teaching And Learning Strategies For Teaching English Language Learners

3). Some ELL students may start school without any English language skills, while others may have “limited language proficiency or dual language deficiency in both their native language and English” (p. 3). Just as native English speakers, ELL students also have different levels of intellectual abilities; however, their struggle with school in English may be related to background knowledge and not solely on intellectual abilities (Short & Echevarria, 2004). Samson and Collins (2012), purposes if school districts, administrations, and teachers want to see improvements in achievement for ELLs, “greater continuity in how general education teachers are prepared by teacher-education programs, certified by states and evaluated by local education agencies, or LEAs, is essential. By making sure that the special needs of ELLs are addressed at multiple stages of the teacher preparation process, schools may gain higher quality

The process of identifying ELL students is difficult because there is no uniform code. As a result, the procedures for classification vary from state to state. Federal guidelines use the term “limited English proficient” (LEP) to define students learning English as part of their educational curriculum. Other students known as ELL (English language learners) are bilingual and are learning English as a second language. Both the LEP and ELL students are at risk for failing to pass state tests or participate in society because of their limited understanding of the English language.

In this article, the authors examine the challenges of working with English Language learners with learning disabilities. The article begins with a dilemma that many educators face daily, being able to meet the needs of all students in a classroom. The article identifies the characteristics of LD students, issues ELL students face learning a second language and the cultural context for teaching and learning. The next part of the article offers a framework that addresses the educational needs of students based on their language, disability and culture. It focuses on how general and special educators along with the ELL teacher can effectively collaborate together to meet the needs of all learners.

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

“What it takes for English Learners to Succeed?” is an article written by Jana Echevarria, Nancy Frey, and Doug Fisher that illustrate concepts that will allow English Learners to become fluent in English. The purpose of this article is to discuss four accessible teaching practices that will allow English Learners in U.S. classroom to become academically successful and attain fluency in English. To clarify, the authors use access, climate, expectations, and language instruction as the practices that will eliminate education inequality and enable students to be able to fully participate in rigorous course work without excluding English Learners. Ultimately this provides an approachable school reform, creates additive integration of multicultural perspective and approach and lastly brings a way for language diversity to be seen in the classroom.

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

She maintains this will allow them to generate cognitive and linguistic progress that nurtures their transition to English (Stover, 2015). Therefore, according to Dr. Vonderlack-Navarro, the “English only” approach can be detrimental to learning English (Stover, 2015). Vonderlack-Navarro contends school board members need to endorse specific strategies and support multilingual classrooms in response to the question, “How does the school board make these literacy gains in a classroom with English language learners who speak different languages?” (Stover, 2015).

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.

English Learners (EL) are any students that are learning a second language and being introduced to the English language. They can affect education

With the immigration population increase comes a language barrier increase. Therefore, English as a Second Language (ESL) tools in the classroom is essential. ESL was established in the 1970s when children of many mother tongues, crowded classrooms due to the immigration increase (Tomkins, G., 1981, p.

Under the Civil Rights Act, schools are responsible for ensuring that all students receive equal access to education, including English Language Learners (ELLs). Merely, providing the same educational resources for all students does not constitute educational equality. Students such as ELLs, need an English Language Development (ELD) program that accommodates their specific language needs in order to legitimately offer equal educational opportunities. Based on research findings, districts need to implement and developing ELD programs that have had proven success rates of making adequate yearly progress for ELLs. For years, psychologists and linguistic theorists have speculated on the acquisition of language and educators have studied these research findings to enhance their teaching pedagogy to accommodate their ELLs.

English language learners and ELLSEs may be similar but they are also quite different. Both are considered to be emergent bilinguals. The students who are ELL’s will most likely have trouble with instruction in a new language, but if taught in their home language they will better be able to pass

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