Who are English Language Learners?

English language learners (or ELLs) are students who do not speak English at home. They have trouble in school because of these language barriers, as they know little to no English (Goldenberg, 2008). ELLs are increasing in rates among schools all across the country (Harper & De Jong, 2004; Sato et al., 2022). They often experience difficulty with social skills and academic achievement (Genesee et al., 2005; Sato et al., 2022). In schools, English language learners are usually in classrooms with only English instruction, and taken to other ELL services for only a small part of their school day (Goldenberg, 2008).

Strategies for Teaching English Language Learners

There are many different strategies teachers can use in their classrooms that will help English language learners better succeed. By creating a warm, welcoming environment that acknowledges all cultures and backgrounds, all students, especially ELLs, will feel more included and will help build positive relationships (Kaplan, 2019). It is important for teachers to be mindful of these language barriers in all aspects of teaching, even during other subjects such as math or science (Kaplan, 2019). This can be done by teaching related vocabulary to all lessons to help with comprehension. Teachers should modify lessons to acknowledge the needs of all learners, including ELL students (Goldenberg, 2008). These modifications can also include providing multiple ways for students to do an activity or learn a lesson (Kaplan, 2019). One of the most important strategies teachers can use in their classroom to benefit English language learners is to slow down! It is crucial to speak at a pace that these students can understand, and to provide them with more time to think when posing questions and discussion (Kaplan, 2019).

“Why are ELL strategies beneficial in all classrooms?”

While the majority of ELLs receive services specifically for their English learning skills, they are spending the majority of their day in the classroom with only English speaking students and instruction (Harper & De Jong, 2004). Teachers need to keep this in mind when creating their lessons, and even as they are communicating with the class (Harper & De Jong, 2004). English language learners usually don’t perform as well academically, which is likely because of this confusion or lack of understanding in their normal classrooms (Genesee et al., 2005). ELLs can be more successful in all aspects of their education when all their teachers are providing the extra support they need throughout the entire school day (Genesee et al., 2005). Teachers may initially think it is too much extra work to incorporate these strategies into their classroom, since ELLs aren’t their only students. However, these strategies are not just beneficial to English language learners. These strategies, such as having multiple forms of instruction or activity choices, can help all students learn better (Kaplan, 2019).

Conclusion

In a classroom, teachers should be acknowledging every students’ identity and needs. This is beneficial to student relationships, and their academic achievement (Genesee et al., 2005). Having a multicultural classroom will not only provide comfort for ELLs, but it also gives English speaking students the opportunity to learn more about other cultures and backgrounds, and the importance of diversity (Sato et al., 2022). While I am currently working in a school with a large population of ELL students, I want to make sure that I am incorporating as many of these strategies as possible in my classroom, now and in the future. It’s important for me to provide this welcoming and inclusive environment, while also setting up all of my students for success. My experience working with many ELL students has shown me that these strategies are efficient and effective, almost immediately.

Time to review! Check your answers at the bottom of the page.

Which of the following statements is FALSE about ELLs?

a. All teachers should incorporate learning strategies that will help ELLs.

b. ELLs often experience difficulty in academic achievement.

c. The number of ELLs in the U.S. is rapidly decreasing.

d. There are over 400 different languages spoken by ELLs in the U.S.

Mrs. Johnston has four ELLs in her classroom for the first time this school year. What strategies should she try using to benefit those ELL students?

a. Mrs. Johnston can modify lessons to acknowledge the needs of all her learners.

b. Mrs. Johnston should excuse all missing assignments from ELLs.

c. No accommodations need to be made in her mainstream classroom for ELLs.

d. The ELLs should only speak Spanish in her classroom.

References

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk (JESPAR), 10(4), 363–385. https://doi.org/10.1207/s15327671espr1004_2

Goldenberg, C. (2008). Teaching English language learners: What the research does — and does not — say. American Educator. http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf

Harper, C., & De Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy,48(2), 152-162. Doi:10.1598

Kaplan, E. (2019). 6 essential strategies for teaching English language learners. Edutopia. https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners/

Sato, T., Miller, R. T., & Delk, D. W. (2022). Secondary physical educators’ positioning of teaching English language learners at urban schools. Urban Education, 57(5), 814–841. https://doi-org.proxy.lib.odu.edu/10.1177/0042085918789747

Media Sources

Atesoglu Russell, F., & Soo Von Esch, K. (2018). Teacher leadership to support English language learners. KAPPAN. Phi Delta Kappa International. Retrieved from https://kappanonline.org/russell-teacher-leadership- support-english-language-learners/.

Gonzalez, V. (2017). Four Surefire Techniques for Engaging English Language Learners. SLJ. Retrieved from https://www.slj.com/story/four-surefire-techniques-for-engaging-english-language-learners.

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