English+Language+Learners

=English as a second language: ELL and ESL students=

Over past few decades the number of foreign-born population has nearly tripled. According to a research article by NCTE an approximated 14 million people will enter the United States from another country. In the last twenty years, grades 7-12 saw the largest rises in ELLs with a nearly 70% increase ([|1]). The problem facing many teachers - across the entire U.S. as opposed to border states - is a problem of how to raise reading levels anywhere from two to ten grades. What makes things worse is the fact that many, if not most, teachers are unprepared to accurately assess and accommodate these students.

A California law passed in 1998, Proposition 227, requires that all schools teach all children in English-speaking classrooms. One portion of the law states: "//Children who are English learners shall be educated through sheltered English immersion during a temporary transition period not normally intended to exceed one year." ([|Prop 227 in full])// As many educators can attest, most ELL/ESL students cannot make gains within one year that return their reading/writing skills to their age level. The major problems facing educators with ELL students are finding ways to create curriculum, assessments and instruction that works for both ELL and non-ELL students.

A great deal of research and discussion focuses on the use of early intervention at younger ages as producing more long-lasting results. In terms of secondary educations, the discussion shifts to content awareness and appropriate reading environments. Some articles also delve into the idea of (first language) English-speaking students that read and write at levels of typical ELL/ESL students. A lot of scholarly debate arises over methods to improve readership both at earlier ages and across time as life-long readers. A large portion of this discussion, however, hints at the negative opinions that ELLs have garnered over time. According to Rubenstein-Avila (2003) that many school environments and settings lead to negative opinions and interactions between teachers and ELL students. Teachers are told to not accommodate ELLs in many states (some by law) and these students are expected to catch up eventually. It seems many assume slowing down instruction for ELLs will negatively affect the rest of a mainstream class. This should, in essence, be the main problem as the ultimate goal should equal levels of age and grade levels for both reading and writing.

While generations of students who are born from immigrants in the last decade are beginning to attend schools, many of these students do not receive the proper foundations of the English language to escape being labeled as ELL at some point. Since English may not be the predominant language in many countries, the problem arises how to effectively transition these individuals into an "all English" school system.

Questions: -Has any work with ELL/ESL students negatively affected your teaching philosophies, lesson planning or assessments? Much of the available research is looking for methods that create positive and effective learning improvements for ELLs. This does not necessarily claim that instruction should be lowered or simplified; rather, studies are searching for possible learning strategies that benefit an entire classroom regardless of reading/writing skill level. Is it possible to engage multiple levels of students that receive information differently from similar sources?

-How should ELLs be grouped in terms of a mainstream class and is it fair to both groups? The general assumption prior to 2000 was that ELLs immersed in English are bound to improve more effectively than in bilingual programs. Laws such as Prop 227 were created to dismantle bilingual programs. (Ironically the next state to do so was Arizona.) Though, according to Garcia (2003) language learning students vary across a wide spectrum due to many factors such as socio-economic status, content knowledge, and personal experiences. This seems common practice with any student, yet ELLs do in fact require slightly more differentiation than a mainstream English student. This, however, is not to say that the ELL student should be treated as a "less-than" student. The debate is simply as to how these students can be included without changing curriculum and instruction to neglecting another demographic.

-Does reading and writing instruction based in culturally relevant content (for all individuals) improve learning improvement for an entire class? One research study (Parrish, Merickle, Perez, Linquanti, et al. 2006) reasons that there is no conclusive evidence for an immersion program improving students reading/writing skills over bilingual programs. Different states and various grade levels varied in their statistical data from immersion programs. Perhaps many teachers did in fact fail to understand correct language-learner differentiation methods? Maybe educators really do believe ELL students are at a disadvantage and restricting curriculum and instruction could deter the entire class? It seems that best practice and knowledge of students dictates planning in most classrooms, with or without ELL student.

Several Sources

Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J.,. . . Walton, C. (2007). Use of evidence-based, small-group reading instruction for english language learners in elementary grades: Secondary-tier intervention. //Learning Disability Quarterly,// //30//(3, English Language Learners and RTI), pp. 153-168.

Lenski, S. D., Ehlers-Zavala, F., Daniel, M. C., & Sun-Irminger, X. (2006). Assessing english-language learners in mainstream classrooms. //The Reading Teacher,// //60//(1), pp. 24-34.

Rubinstein-Ávila, E. (2003). Facing reality: English language learners in middle school classes. //English Education,// //35//(2, English Education in Middle Grades), pp. 122-136.

Willis, A. I., Garcia, G. E., Barrera, R. B., & Harris, V. J. (2003). //Multicultural issues in literacy research and practice//

NCTE Research Article : http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf

CA State Law: Proposition 227 http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm