Increasing linguistic and cultural diversity within the Unites States is posing enormous challenges for the education system. Gollnick and Chinn (2009) predicted that by the year 2026, about 15 million students in our schools will be considered English Language Learners (ELLs). This fact alone puts great pressure on teachers to educate students with limited English proficiency. Determining the best practices to meet the needs of these students is a highly controversial topic. Some in the field believe bilingual programs should be dismantled and others are debating the concept of multiculturalism. Nonetheless, gaining an awareness of ELLs, understanding the language acquisition process, and identifying methods to differentiate instruction for these students, will allow teachers to make more informed decisions in the classroom.
According to Carasquillo and Rodriguez (2002), ELLs in the United States make up a linguistically heterogeneous group of individuals who speak over 100 different languages ranging from Russian to Arabic. Many of these students are immigrants who have settled in the United States from countries around the world and some have grown up in non-English speaking home environments. Despite these distinctions, this group of students has a primary language other than English. When they enter United States schools, ELLs face many challenges both socially and academically. Depending on the particular school district, language minority students are often placed into Bilingual programs, ESL classrooms, or even into the mainstream classroom. As a result, all educators need to be prepared to teach these students while simultaneously supporting them in second language acquisition.
ELLs who initially enter special language programs at their schools are receiving more tailored instruction for their particular needs. If these programs are properly implemented, students are believed to have a smoother transition into United States schools. More specifically, bilingual instruction allows limited English proficient students to study different subject areas in their native language, while also developing their linguistic skills in the English language. Conversely, ESL programs focus mostly on developing communication and academic skills only by teaching and learning in the English language. Over time, much controversy has sparked concerning the issue of what programs are most effective for teaching ELLs. The English Only debate discussed by Gollnick and Chinn (2009) centers on making English the official language of the United States. The supporters of this debate strongly believe that the bilingual education program has no particular advantage on second language development. They do not think teachers should be using foreign languages to educate language minority students in United States schools systems.
Nevertheless, most ELLs are placed into mainstream classrooms without ever even gaining any access to organized language programs. This presents obstacles for educators and students alike. Murrey (2008) suggests that teachers must first understand the student’s level of language proficiency in order to plan instruction. Learners who are conversational are defined as having Basic Interpersonal Communication Skills (BICS) and students who can use language academically in formal writing or speaking have what is characterized as Cognitive Academic Language Proficiency (CALPS). Depending on the individual ELL, teachers can differentiate instruction by integrating specifically designed activities and teaching strategies into lesson plans. For instance, when presenting the content instructors can express it clearly with pauses every so often, voice changes to highlight key terms, and sufficient wait time in order to give ELLs the opportunity to comprehend and participate (Salend, 2008). Teachers can also link new material to previously acquired knowledge and utilize visuals, organizers, and gestures to properly convey meaning and help these students internalize the vocabulary. Meaningful learning activities in cooperative groups can further develop ELL communication skills and allow them to exchange knowledge in a low-anxiety setting. These practices and others can be extremely effective in meeting the diverse needs of non-native speaking students in the general education classroom.
ELLs are not only faced with obstacles in acquiring a new language and progressing in the content areas, but they also have to adapt to a new culture. In this process of adjustment, teachers often play a major role. In many cases, they are the initial encounter with the mainstream society for limited English proficient students. Carasquillo and Rodriguez (2002) claim that an educator actually represents the mainstream culture. Therefore, teachers should go beyond instructing to promoting the development of acceptance, respect, and value for others’ languages and cultures in the classroom, school, and community. Although ELLs should share their culture and be immersed into American culture, they must also retain their own individual identity. Assimilationism and cultural pluralism present two separate perspectives on the concept of multiculturalism. Assimilationists understand diversity, but ultimately believe in merging all groups into the dominant culture. On the other hand, cultural pluralists think that people should retain their cultural roots and develop an appreciation for others cultural beliefs, customs, and understandings (Jazen, 1994). In an educational setting, teachers should strive to do both. For instance, they can celebrate American holidays and allow students to reflect on their own backgrounds by making culture boxes. Such assignments can eliminate ELL culture shock and ease the transition into mainstream society.
According to Carasquillo and Rodriguez (2002), ELLs in the United States make up a linguistically heterogeneous group of individuals who speak over 100 different languages ranging from Russian to Arabic. Many of these students are immigrants who have settled in the United States from countries around the world and some have grown up in non-English speaking home environments. Despite these distinctions, this group of students has a primary language other than English. When they enter United States schools, ELLs face many challenges both socially and academically. Depending on the particular school district, language minority students are often placed into Bilingual programs, ESL classrooms, or even into the mainstream classroom. As a result, all educators need to be prepared to teach these students while simultaneously supporting them in second language acquisition.
ELLs who initially enter special language programs at their schools are receiving more tailored instruction for their particular needs. If these programs are properly implemented, students are believed to have a smoother transition into United States schools. More specifically, bilingual instruction allows limited English proficient students to study different subject areas in their native language, while also developing their linguistic skills in the English language. Conversely, ESL programs focus mostly on developing communication and academic skills only by teaching and learning in the English language. Over time, much controversy has sparked concerning the issue of what programs are most effective for teaching ELLs. The English Only debate discussed by Gollnick and Chinn (2009) centers on making English the official language of the United States. The supporters of this debate strongly believe that the bilingual education program has no particular advantage on second language development. They do not think teachers should be using foreign languages to educate language minority students in United States schools systems.
Nevertheless, most ELLs are placed into mainstream classrooms without ever even gaining any access to organized language programs. This presents obstacles for educators and students alike. Murrey (2008) suggests that teachers must first understand the student’s level of language proficiency in order to plan instruction. Learners who are conversational are defined as having Basic Interpersonal Communication Skills (BICS) and students who can use language academically in formal writing or speaking have what is characterized as Cognitive Academic Language Proficiency (CALPS). Depending on the individual ELL, teachers can differentiate instruction by integrating specifically designed activities and teaching strategies into lesson plans. For instance, when presenting the content instructors can express it clearly with pauses every so often, voice changes to highlight key terms, and sufficient wait time in order to give ELLs the opportunity to comprehend and participate (Salend, 2008). Teachers can also link new material to previously acquired knowledge and utilize visuals, organizers, and gestures to properly convey meaning and help these students internalize the vocabulary. Meaningful learning activities in cooperative groups can further develop ELL communication skills and allow them to exchange knowledge in a low-anxiety setting. These practices and others can be extremely effective in meeting the diverse needs of non-native speaking students in the general education classroom.
ELLs are not only faced with obstacles in acquiring a new language and progressing in the content areas, but they also have to adapt to a new culture. In this process of adjustment, teachers often play a major role. In many cases, they are the initial encounter with the mainstream society for limited English proficient students. Carasquillo and Rodriguez (2002) claim that an educator actually represents the mainstream culture. Therefore, teachers should go beyond instructing to promoting the development of acceptance, respect, and value for others’ languages and cultures in the classroom, school, and community. Although ELLs should share their culture and be immersed into American culture, they must also retain their own individual identity. Assimilationism and cultural pluralism present two separate perspectives on the concept of multiculturalism. Assimilationists understand diversity, but ultimately believe in merging all groups into the dominant culture. On the other hand, cultural pluralists think that people should retain their cultural roots and develop an appreciation for others cultural beliefs, customs, and understandings (Jazen, 1994). In an educational setting, teachers should strive to do both. For instance, they can celebrate American holidays and allow students to reflect on their own backgrounds by making culture boxes. Such assignments can eliminate ELL culture shock and ease the transition into mainstream society.
Meeting the needs of the ELL population in the United States schools continues to be both controversial and challenging. However, under the Lau v. Nichols court decision of 1974 non-English speaking students have the right to an equal education that provides support in second language acquisition (Gollnick & Chinn, 2009). As a result, educators must be equipped to effectively teach all of their students, especially those with special conditions. To exercise best practices they should seek opportunities for additional training, reach out to other professionals, keep in close contact with student families, and reflect on their teaching. ELLs can truly flourish in a learning environment that offers sufficient shelter and support for all aspects of their development.
References
Carasquillo, A. L. & Rodriguez, V. (2002). Language Minority Students in the Mainstream Classroom (2nd ed.). Clevedon, England: Multilingual Matters, Ltd.
Gollnick, D. M. &Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Jazen, R. (1994). Melting Pot of Mosaic? Educational Leadership, 51(8), 9-11.
Murrey, D. L. (2008). Differentiating Instruction in Mathematics for the English Language Learner. Mathematics Teaching in the Middle School, 14(3),146-153. Retrieved September 26, 2008, from NCTM.
Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
References
Carasquillo, A. L. & Rodriguez, V. (2002). Language Minority Students in the Mainstream Classroom (2nd ed.). Clevedon, England: Multilingual Matters, Ltd.
Gollnick, D. M. &Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Jazen, R. (1994). Melting Pot of Mosaic? Educational Leadership, 51(8), 9-11.
Murrey, D. L. (2008). Differentiating Instruction in Mathematics for the English Language Learner. Mathematics Teaching in the Middle School, 14(3),146-153. Retrieved September 26, 2008, from NCTM.
Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
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