The challenges of living between two worlds

The term English Language Learners is used to refer to students who

are less than proficient in English (Gersten and Baker 2000, p. 455). English
language learner students face double work of native English speakers. They
must learn English, and they must learn academic content through English.
Moreover, usually they are living in neighborhoods where schools are
underfunded and are staffed by inexperienced teachers. (Freedman 2011, p. 19).
They have different challenges to face in school and out of school, such as
adaptation to a new culture and language when they are new immigrants,
hostility because of their race and religion, poverty, and a new education system.
These factors create a gap between the dominant culture and ELLs. This paper
will explain some causes of this gap, possible solutions, and definition of success
for the ELL students.
In order to understand some causes of the achievement gap between ELL
students and the dominant language students, it is critical to know their
characteristics. Therefore, I will start with the ELL students category presented
by Freedman (2011) which refers to three major groups: (1) recent arrivals with
adequate schooling, (2) recent arrivals with limited formal or interrupted
schooling, and (3) students who are long-term English learners. The first group is
educated in their first language, and their content knowledge level is at grade
level. These students may understand academic content; however, they still
struggle with standardized test and exit exams because they have not fully
developed English language skills. They might have gaps in knowledge because

the assumption that all students have the native speakers background. In the
second group, students who are also referred to as Students with Interrupted
Formal Education (SIFEs) because of their inconsistent schooling lack basic
concepts in the different subject areas and often are at least two to three years
below grade level in the content area. The third group are the Long Term English
Learners (LTELLs), they are increasingly attracting attention among education
across the country because they have been attending school in this country for
more than seven years and they continue struggling academically.
Some possible solutions to address the ELL students unique needs are
as educators, we must respect every childs heritage and culture. We must find
ways to incorporate and celebrate every childs heritage in our classrooms. It is
necessary to understand the various elements that influence ELL students
performance. When educators understand these factors, educators can work
building positive experiences for their students, and can avoid negative
stereotypes in the classroom. As educators we can provide a healthy and
positive environment; it also is our responsibility to create an equitable
classroom.
Building an equitable classroom is creating a learning community for ELL
students. As educator I am in responsible for recognizing every student and
creating student ownership of the environment. Competition between students is
a constant part of their learning. However, educators should help their students
to be aware of the existence of different types of abilities and collaboration. By
providing different tasks, educators should take advantage of a variety of

teaching strategies such as scaffolding, using culturally relevant bilingual

readings, or games to encourage students to share their abilities with each other
and to realize that they are colleagues.
Students success or failure results from complex interactions of dynamic
contexts. There are critical factors that influence an ELL students success in this
country. Some of these are the dominant societys attitude toward immigrants,
the family and neighborhood environment where they live, and the school
environment. (Freeman 2011, p. 46). My definition of success for an ELL student
is being able to perform in the classroom according to his abilities and within his
cultural heritage; this would also enable the ELL student to participate fully in the
larger community. As an educator, I know that my advocacy for ELL students is
important and can make a difference in the success of the ELL student in my
classroom.

Work cited:
Adkhins, Angela & Kautz, Christy. (April 27, 2011) English language Learners: Using
What We Know to Inform our Instruction University of Texas at Arlington. Access
https://prezi.com/fv7pes4bwcuu/english-language-learners/
Freeman, D.E. and Y.S. Freeman (2011) Between worlds: Access to second language
acquisition. Portsmouth, NH: Heinemann.
Oregon State, Department of Education. Education Equity Unit. (2014) Closing the
achievement gap. Access http://www.ode.state.or.us/search/results/?id=187