Teaching English Language Learners

English Language Learners (ELLs) are students who speak a language other than English and are now integrated into a mainstream classroom. They are sharing learning objectives with other students while learning a new language at the same time.

How do classroom teachers provide support for their ELL students?

Teachers are tasked with teaching material as a whole group despite differing needs of students in their classrooms. Due to the rising number of English language learners, they must try to meet the needs of these students as well as those who do not face the same challenges. Undeniably, ELL students require more support than their monolingual counterparts but teachers are feeling less able to provide that support (N. Pappamihiel & C. Lynn, 2016). One of the supports offered to teachers is ESL teachers. These teachers are experienced in delivering academic instruction in a way that ELLs can understand as well as provide them with the fundamental skills needed to succeed in a mainstream classroom (J. Olds, et al., 2021).

Does collaborative work help ELL students acquire language more effectively?

One of the most important aspects of language acquisition is immersion. Students learning a new language benefit from interacting with peers whether it be on the playground or in the classroom. During classroom instruction, ELLs benefit from group activities because they are more likely to ask questions or digest information when taking ownership of their education (A. Abulhassan & F. Hamid, 2021). Collaborative work between classroom teachers and ESL teachers also allows for teachers to incorporate not accommodations for ELLs. Just because a student is not fully proficient in English does not mean that they cannot receive assessments like their peers. They can still participate but with the aid of specialized tools that allows them to better understand the material. These aids often include visual supports that help students engage different parts of the brain to fully digest the information (G. Solano-Flores et al. 2014).

How do we meet the emotional and social needs of ELL students?

ELLs not only struggle with academic success but they also require emotional support. They often feel marginalized due to their limited vocabulary and experiences in American culture. They do not relate to their peers and in turn internalize their struggles. Once this was identified, counselors began training on how to deliver guidance lessons with more accommodations for ELLs ( L. Johnson & A. Cain, 2018). This included illustrated media and diagrams. With these strategies, counselors were able to identify the needs of students and learn to provide more support for ELLs. Along with active and modified guidance, teachers are also incorporating social justice in their classrooms (E. Spitzman & A. Balconi, 2019). Understanding that equality is not equitable is crucial in providing students with the adequate education they deserve. Acknowledging their backgrounds and experiences allows them to become more balanced and fair.