English-language learner: Difference between revisions

Revision as of 23:12, 20 December 2011

Revision as of 23:13, 20 December 2011

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{{essay-like|date=June 2011}}

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 ==

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=== 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,”.<ref name="Anstrom1997">{{cite book | title=Academic achievement for secondary language minority students: standards, measures, and promising practices | author=Anstrom, Kris | year=1997 | url=http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED417596 | accessdate=June 29, 2011 | oclc=40893643 | page=34}}</ref> 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”.<ref name="TESOL2009p57">{{cite web | url=http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF | title=TESOL/NCATE Standards for the Recognition of Initial TESOL Programs in P-12 ESL Teacher Education | publisher=Teachers of English to Speakers of Other Languages | year=2009 | accessdate=July 4, 2011}} p.57.</ref> 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,”.<ref name="Herrera2007p208">{{Cite book | last = Herrera | first = Socorro | last2 = Murry | first2 = Kevin | last3 = Cabral | first3= Robin | title = Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students | publisher = Pearson/Allyn and Bacon | ___location = Boston | year = 2007 | isbn = 9780205492718 | page = 208 }}</ref> 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 ===