It is not fair to ask students who are struggling with English to take on challenging academic assignments.
Background
It is certainly true that English language learners (ELLs) who are struggling with English may—and probably will—have more trouble with tasks that require reading than students whose native language is English. However, when English language learners are asked to do less challenging work than other students, they can fall behind and, perhaps, stay behind. In some cases, difficulty with English is erroneously perceived by educators as limited academic ability. Teachers need to guard against having low expectations for English language learners and using biased assessments that reinforce those low expectations. The challenge is to engage all students in learning content at relatively high levels. This means that teachers need to seek or provide extra help for students whose English is limited to ensure that they have the same learning opportunities as their English-speaking peers. Easier said than done, of course. But it is important to recognize that English language learners often need years to master academic language, which is more complex than the social language they acquire more quickly. Therefore, English language learners need to begin to learn academic language immediately to prevent them from falling behind.
Questions to Consider
- How can teachers both view and utilize students' home language in a positive manner?
- How can teachers facilitate the development of academic English for ELLs?
- How can teachers structure lessons so students with limited English proficiency can achieve at high levels?
To explore these and other questions, take a closer look at the resources below. At any time, add your comments to the Discussion by starting a new discussion or viewing an ongoing discussion.
- Kris Gutierrez explains that learning involves multiple forms of expression, and that teachers should accept all forms of language to ensure that students are learning:
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- Georgia Garcia emphasizes that teachers need to assess ELL students in both English and their home language, to determine their understanding of material:
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- Alfredo Artiles explains that teachers need to assess ELL students over time, in both their languages, and in a variety of performance assessments:
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- Jim Cummins outlines the development of academic language proficiency in second-language learners.
The Difference Between Difficulty with Language and a Student’s Readiness to Deal with the Content of the Lesson
- Sonia Nieto points out that the home language of English language learners is a resource that teachers can use to enhance student learning:
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- Joe Parsons describes the complexities of determining special education needs among ELL students
Learning Academic Language
- Georgia Garcia explains the difference between English language learners learning social and academic English:
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