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An '''English language learner''' (often capitalized as '''English Language Learner''' or abbreviated to '''ELL''') is a person who is learning the [[English language]] in addition to their [[native language]]. This can refer to any learners of [[English as a foreign or second language]], but more often the term is used to refer to learners of English as a [[second language]] in mainstream [[school]]s where English is the language of instruction. The instruction and [[Educational assessment|assessment]] of students, their [[cultural background]], and the attitudes of classroom [[teacher]]s towards ELLs have all been found to be factors in ELL student achievement. Some ways that have been suggested to assist ELLs include bringing their home cultures into the classroom, involving them in language-appropriate [[content-area instruction]] from the beginning, and by integrating [[literature]] into the learning program.
'''Issues in the Classroom'''▼
There has been a considerable amount of ESL students in the classrooms today, causing a strong need for additional programs and services. Unfortunately, there are many critical issues that relate to culturally and linguistically diverse students. Four critical issues that are found in today’s classrooms when teaching diverse learners are instruction, assessment, the role of culture, and the teacher’s attitudes. It has become vital to integrate culture, literature, and other disciplines into content and language.
=== Instruction ===
The first critical issue is focused on instruction of the ESL students within the classroom and how it is related to Standards-based content and ESL instruction. Some teachers may feel that ESL instruction many be a separate entity from standard-based instruction. On the contrary, we need to acknowledge the fact that they are intertwined with each other. TESOL Standard 3a states that teachers should “know, understand, and use evidence‐based practices and strategies related to planning, implementing, and managing standards‐based ESL and content instruction” (TESOL Standards,2009,). In a five week study done by Huang (2000), researched showed that “classroom instruction appeared to play an important role in integrating language skills development and academic content learning.” This study showed that the “students acquire linguistic/literacy skills and scientific knowledge hand in hand as they assume various communicative and social roles within carefully planned language activities” (Huang, 2000, p.403). By tying in written texts with the science content the students were able to improve their language development between drafts and build on their science content knowledge.
=== Assessment ===
The second critical issue is focused on fair and balanced assessment within the ESL classroom. Some teachers may come across being bias without even recognizing it. “All too often, though, these students are either asked to participate in tests that make unfair assumptions about their English language proficiency in order to assess their content knowledge or conversely, are totally excluded from any testing until their English language proficiency has reached a certain level,” (Anstrom, 1997, p.34). TESOL standard 4a states that’s teachers need to “demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations” (TESOL Standards, 2009, p.57). When the teachers are capable of understanding the various assessment issues they will be able to execute reasonable, consistent, and balanced assessments. “When visual tactile, kinesthetic, intrapersonal, and interpersonal skills are equally recognized avenues of learning and intellect, CLD students have increased access to the curriculum and opportunities to demonstrate authentically internalized knowledge,” (Herrara, Murry & Cabral, 2007, p.208). By having a variety of assessments students will be able to perform to the best of their knowledge. Therefore, it is vital to have alternative methods of assessing ESL students.
=== Culture ===
Culture is the third issue that may not always be recognized in a mainstream classroom. Many teachers overlook culture and try to jump right into English and content knowledge without knowing their students backgrounds. Teachers need to be open to learning new cultures and having their student embrace all cultures in the classroom. By taking great strives to learn about each other’s values and beliefs the teacher and student would not only maximize the effectiveness of ESL but make it a successful learning experience for all involved. A student who is shy or reluctant to answer questions may be more outspoken when talking about their own values that tie in with their home life. An ESL teacher, in a study called Losing Strangeness to Mediate ESL Teaching, “connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge” (Rowsell, Sztainbok, & Blaney, 2007, p.147). This will encourage students to open up and talk about their cultural backgrounds and traditions within their family. “Teachers who encourage CLD students to maintain their cultural or ethnic ties promote their personal and academic success” (Herrera, Murry & Cabral, 2007, p.90). Students should not lose their identity but gain knowledge from their culture and the world around them. Therefore it is beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.
=== Teacher attitude ===
The fourth critical issue is the attitudes of the teachers which plays a major role in the ESL classroom. Some teachers may have a negative, unwelcoming attitude. Research shows that teachers negative attitudes may stem from “chronic lack of time to address ELLs’ unique classroom needs (Youngs, 1999), intensification of teachers workloads when ELLs are enrolled in mainstream classes (Gitlin, Buenda, Crosland & Doumbia, 2003), and feels of profession inadequacy to work with ELLS (Verplaetse, 1998)” (Reeves, 2006, p. 136). Also, the lack of training will have a huge impact on their teaching practices and professional development. The teachers will then be stressed and nervous to go about a lesson. Their anxiety will roll over into the classroom and have a negative impact on the ESL students’ performances. “Teachers’ language-acquisition misconceptions may color their attitudes towards ELLS and ELL inclusion, leading educators to misdiagnose learning difficulties or misattribute student failure to lack of intelligence or effort” (Reeves, 2006, p.139). By providing a good learning environment, it will have a positive effect on the students overall success in terms of linguistic, social, cognitive, and academic developments.
Systematic Integration of Culture, Literature and other Disciplines
In order to have an environment that is beneficial for the teacher and the student culture, literature, and other disciplines should be integrated systematically into the instruction. “Postponing content-area instruction until CLD students gain academic language skills widens the achievement gap between the learners and their native-English speaking peers” (Herrara, Murry & Cabral, 2007, p. 173). Relating to culture, teachers need to integrate it into the lesson, in order for the students to feel a sense of appreciation and a feeling of self worth. One teacher noticed that her student, Enrique does not like to embrace the fact that he is Spanish or even speak it. She took the initiative to call the parents to address the issue that he believes English is the only way. She decided to incorporate the Spanish word, facile into her lesson which means easy but can be used for both languages. She ended up making a Double Value word wall which will not only be beneficial for Enrique but also for all the learners in the classroom (Herrara, Murry & Cabral, 2007, p.87). The teacher was able to integrate the Spanish culture into her lesson which enriched all the learners and helped address the issue that it is okay to speak in the students’ native language.
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