According to the Glossy of Education
Reform (2013), English learners, or ELs, are students who are unable to communicate
fluently or learn effectively in English, who often come from
non-English-speaking homes and backgrounds, and who typically require
specialized or modified instruction in both the English language and in their
academic courses.
2.How many ELs are there?
According to California Department of Education, in the 2021–22 school
year, there were approximately 1.128 million English learners in California
public schools, which is more than the year 2020–21. About 18% of the total
enrollment in California public schools. Although English learner data are
collected for 88 language groups, 93% speak one of the top ten languages
in the state:
In 2021-22 school year, 1,705 students are enrolled in my school, 94.6% students are Socioeconomically Disadvantaged, 17.7% ELs, and 12.8% students with disabilities.
3.How do ELs perform academically?
Muniz (2020) states that ELs are perpetually lagging behind their native
English-speaking peers academically. Indeed, report after report show that ELs
consistently under-perform when it comes to statewide tests, graduation rates,
course grades, and more. Notably, though, new research suggests the bleak tale
of the languishing EL may be misguided.
In the past years, EL group of my school has been having the lowest percentage
of meeting the standard of California Assessment of Student Performance and
Progress (CAASPP)’s English Language Arts (ELA) test. Their passing rate is lower than the other subgroups, such as socioeconomically disadvantaged and students with disabilities. This should draw attention from the English
teachers, all teachers, and administrators.
4.How to help Els to improve academically across subjects?
First of all, teachers should know who are ELs in your class. Teachers can obtain the information from the counselors, administrators, testing center, record office, or school Gradebook system like Aeries.
Second, teachers should care about and learn about these ELs' cultural background and embed it to the teaching to engage ELs and expose all students to diverse cultures.
Last but not least, teachers should learn and apply English Learning Development (ELD) teaching strategies, such as using thinking map, visuals, gestures. The following are some effective research based teaching theories and methods to help learners to improve their language proficiency.
The Affective Filter Hypothesis of Krashen and Terrell (1983) points out
that an environment that creates a lot of anxiety and stress in language
learners can raise the “affective filter”, which does not allow language to
“get in”. Teachers need to know do not get mad when ELs are barely learning
English, instead provide them a comfortable and encouraging learning
environment.
Cummins (1981, 2000) explains that although languages can appear and
sound very different on the surface, students learning new languages bring with
them common underlying proficiencies, or skills and conceptual knowledge, that
transfer cross languages. For example, if ELs already know how to summarize a
text in their native languages, they already possess the skill of summarizing.
Teachers should help them to express that skill in English.
Krashen and Terrell’s Input Comprehension Hypothesis (1983) examines the
idea that human acquire language in only one way-by understanding messages or
by receiving comprehensible input (Krashen, 1985). Teachers should check ELs’
comprehension more frequently to make sure they understand the content. When
ELs understand the language and content, they can improve their academic
performance across subjects and ELA.
Hollie’s (2012) Cultural and Linguistic Responsiveness theory describes
the confirmation and support of the home culture and language to guide students
to success in school and society. When teachers know their ELs’ culture, they
can embed diverse cultures in teaching to make learning more meaningful to ELs.
Mora (2019) states that even though it is the responsibility of the ELD
teacher to teach ELs English, ELs need language support throughout the day and
across all curricular areas). ELs engage in intellectually rich,
developmentally appropriate learning experiences that foster high levels of
English proficiency. Throughout the day, students are encountering and learning
academic language while also being expected to use it, which makes integrated ELD an essential part of a student’s academic success
(Mora, 2019).
For example, in all classes, teachers explain to ELs the meaning of "multiple choice" question asks you to select the best answer. It sounds simple or even silly. But it can be confusing to some ELs. As an EL, I remember I did not do well in my quiz when I started my teaching credential class in CSU Long Beach, I felt sad and confused. I studied diligently for it but the score came out very low. I did not realize I had to select one answer to each question until the professor went over the quiz in class. I noticed every question only had a SINGLE answer. My score in the following tests improved greatly after understanding the meaning of the instruction. However, I still wonder why the instruction is not called "multiple choices" since there are plural selections or "pick the single answer" since we have to choose one answer. It is not rare that EL's questions are not problems to native speakers, or native speakers even have never thought it would be a question. If teachers explain to ELs the meaning of each type of question's instruction, such as multiple choice, true or false, short answer, it may help them do better in their test.
When all teachers across subjects teach ELs with the appropriate
accommodations and encourage them to use the language, ELs are offered equity
to access the curriculum. The all-around embedded ELD application across curriculum
can develop ELs’ full potential and help them be more successful academically.
Thank you for reading my blog. Welcome to leave comment below. Together, we can help students to do better! 👍
Cummins J. 1981. Schooling and
language minority students: A theoretical framework. Evaluation,
Dissemination and Assessment Center, California State University Los Angeles.
