English language learners are students whose primary language is not English but who are attending a school in which the primary language for speaking, reading, and writing is English and therefore they are working to improve and perfect their English communicating abilities (Fenner and Snyder, 2017). These students do not necessarily have a deficit in knowledge in other school subjects, such as history or mathematics; in many cases, English language learners are assets to the classroom. These students bring with them different perspectives and methodologies for problem solving and they offer a different cultural focus from which other students may learn. Further, English language learners may improve teacher instructional quality by inadvertently forcing the teacher to develop new ways of explaining content or creating new activities that help the entire class learn.
I was surprised that parents fear that their child’s bilingualism may be looked at as a “handicap.” While schools may treat these students as though they are “behind” as a result of their second (or third, fourth, etc.) language, employers generally favor multilingualism in the workplace. Additionally, schools in New York State require students to take a class in a language other than English, so it is ironic that students who already know another language are not always “celebrated” for their ability. I was also surprised at how little information school officials often receive about the abilities of an English language learner when they are trying to classify their level of English fluency. Very little is known of these students before they arrive at school.
Discussion with peers made me realize that teachers of English language learners have a significant responsibility. Teachers are required to teach all students, regardless of their perceived abilities. We must adhere to the philosophy that all students can learn, just not in the same way or in the same day. In relation to English language learners, teachers must differentiate instruction and materials to ensure understanding from students who have not yet mastered English. Subsequently, teachers must ensure mastery of content knowledge while facilitating an increased understanding of the English language. Through determination of the teacher, English language learners are apt to succeed.
This podcast has some great insights about things teachers of ELLs should keep in mind.
Fenner, D. S., & Snyder, S. (2017). UNLOCKING ENGLISH LEARNERS POTENTIAL. Place of publication not identified: CORWIN Press.
Ferlazzo, L. (2016, November 3). [Language]. Retrieved from https://media.edutopia.org/styles/responsive_2880px_original/s3/masters/d7_images/ferlazzo-169hero-newlanguage-istock.jpg
Teaching English Language Learners 