Ashley Trotter EDU 536 Spring 2014 Position Paper Teaching and learning a second language can be disastrous

when either the teacher or the learner or both are unsure of what to expect or what is demanded of them. However, when both parties are equipped and motivated it can be a wonderful opportunity to not only learn a new language but also learn a new culture and enjoy the experiences that that allows you. Many teachers and administrators are currently being faced with the issue of what they should be doing or how they should be teaching the multitude of English language learners that are entering their schools. This influx of ELLs offers schools a unique opportunity to truly reach out and affect change in a tangible way. If these newly arrived immigrants or Generation 1.5 students are not sought after and taught the skills necessary to succeed in American society we will lose an entire generation of gifted, talented, capable, driven individuals simply because they didnt know English well enough. I believe the best way to ensure that the largest number of ELLs become competent English speakers, readers, writers, and listeners is through a blended CALLA-cognitive academic language learning approach and Sheltered Instruction Curriculum. These methods incorporate English language learning and content into the classroom. The focus is on teaching students the CALP they will need to be successful in the classroom. This method also advocates for the use of a lot of collaborative learning techniques, particularly pairing ELD students with native English speakers. The belief is that the more students are exposed to real authentic English speaking the easier they will be able to transfer that knowledge into their academic learning. This approach also

advocates all teachers in all content have some training and knowledge of working with ELDs. It is not only the ELD teacher who is responsible for making sure these students learn the language. All teachers need to be aware of their EL students particular struggles and areas of strengths and need to differentiate instruction accordingly. Lastly, a teaching method that is advocated in this approach, and I believe is simply good teaching, is an emphasis on activating background knowledge. Teachers need to allow and assist students in relating the content to what they know. Teachers need to know at least some part of the students culture or home life that they can incorporate into the lesson. Only by students being able to relate their prior knowledge to the current knowledge being learned can students begin to learn and understand at a deeper level. I believe the days of separate classrooms for ELD students are coming to an end. It has been shown that these students need the interaction and the content of the specific subjects being taught in the content classes. ELD classes should be more supplemental and less of the core of English language learning. All teachers need to be equipped and prepared to deal with students of all cultures and languages. This will require a little additional prep work, but the pay-offs for the richness of the education you will be providing all your students, not just the ELDs will be hugely beneficial. We are seeking to educate our students in how to be contributing, thoughtful members of society and that requires interacting with people of different abilities, talents, and perspectives. If we continue to isolate students simply because of a language barrier we will be limiting all of our students educations.