Working With English Language Learners

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

She did this based on a belief that it would help ELLs and non-ELLs alike. The students in the second class reported that classmates were “friendly and nice” and the teacher “likes other cultures.” The results of this study indicate the very important role that a teacher plays in creating and modeling an atmosphere where ELLs are accepted, encouraged and participatory in a learning community.

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.

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

The first stage in the L2 development is the home language stage. In this stage the home language or L1, is used by the child in the classroom along with their peers and adults. Now this does not tend to last, since children realize that there the communication is not successful. The next period is the nonverbal period, where children begin to acquired the second language receptively, so there is little to no language being spoken by the child. Gestures are more than likely used during this period in order to communicate until they are able to learn a certain amount of words from the second language. The third stage is the period of telegraphic and formulaic use. This is where imitation comes into play, as children use single words in order

There are many challenges that ELL students face; from the academic performance to poverty and social inequalities. Most ELL students don’t have access to the basic educational resources and opportunities. (LaChat, 2004) “In school, the greatest difference between English language learners and their peers is the magnitude of learning expected.” (LaChat, 2004) As noted the ELL students have started the educational race in the negative, with out the basic monetary and educational push as their counterparts.

This document will focus on the perceptions of teachers who teach English Language Learners (ELL). The discussion will center on three theories that interrelate through the examination of various articles on the research on teachers’ instructional practices, perceptions of students and classroom experiences that contribute to motivating English Language Learners to pursue a college education. At the same time, the articles will be analyzed to identify correlated theories that can be use as guidelines for building the foundational framework for the proposed research study. Finally, the summary will discuss the potential contributions that such a proposed research study can contribute to the knowledge base in this field.

In the contemporary world, English language has a comprehensive usage and regarded as a lingua franca that acts as a communication bridge between the speakers who speak different native languages . However, it is quiet challenging to teach this language effectively especially to those who speak English as a second or foreign language.

Arguments for and against the Critical Period Hypothesis (CPH) are found in many studies in second language acquisition. The purpose of this paper is to determine the acceptance of critical period and to find whether or not there is a support for a cut off age (set off of critical period) after which adults can no longer attain native-like proficiency in a second language. Also, studies will be reviewed to determine if adults can attain native-like pronunciation post puberty. Finally, studies from 1960-1999 are sufficient to determine the support for or argument against the CPH on second language acquisition (SLA).

In this essay, we will discuss the different stages of language acquisition. There are five main stages that any child passes through to acquire the first language and these stages are:

One of the reasons that some students struggle in studying and learning in core areas is lack of content-related vocabulary. We acknowledge that the most challenging situation is with English language learners (ELLs). This is the reason Texas has adopted the English Language Proficiency Standards (ELPS) to be able to support the ELLs as they learn the required Texas Essential Knowledge and Skills (TEKS). However, on a large scale, we observe that even some of our students who are native English speakers also sometimes struggle academically. This is because some of our core areas such as math and science are also foreign to them. We normally do not use words such as bivariate, coefficient, tectonics, metalloids, etc. in our daily conversation. This is what makes learning our core areas challenging if we do not address vocabulary as we teach content.

English plays a significant role in the whole world from the last few decades. For all the students whose mother tongue is not English, which as a second language (ESL) is much difficult to study than those students who study English as the first language. Therefore, the ESL classroom becomes more and more significant. A successful ESL lesson includes several aspects: the teacher’s questions, the interaction between teacher and students and the task-based learning, etc.

The purpose of this report is to recommend to the Winn Parish School Board the teaching method that would be the most effective for teaching English Language Learners (ELLs). I analyzed two available solutions: the scaffolding teaching method and the differentiated instruction teaching method. I evaluated both teaching methods based on the flexibility in regards to allowing students’ needs to be met, ease of implementation of each teaching strategy into the classroom, and effectiveness of how of each method helps the students learn and complete what is required of them.

Recently, Second Language Acquisition (SLA) play important role to language learning and teaching as second language that SLA refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language that the additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language (TL), which refers to any language that is the aim or goal of learning (Saville-Troike, 2006). According to Gass and Selinker (2008) states that SLA refer to the learning