What are
English
Language
Learners?
English Language Learners, also known as
ELLs, are students of any age who don't
speak English but are learning how to
(Udovitsch,n.d.). These students have most
likely grown up in a different culture, family
setting, and life experiences from what is
considered typical in a school that they go
to. Regardless of the backgrounds that these
students are brought up in, it's critical that
students' identity and view of their culture is
positive and celebrated everyday in the
classroom, in order to ensure that they feel
included in all of the activities that happen
at school and excel academically.
References
Connecticut Administrators of Programs for
English Language Learners. (2011). "English
language learners and special education: a
resource handbook." Retrieved
from https://ctserc.org/documents/resources
/CT-ELL-and-Special-Education.pdf.
Loewus, Liana. (2017, August 15). "The
nation's teaching force is still mostly white
and female." Education Week. Retrieved
from https://www.edweek.org/ew/articles/20
17/08/15/the-nations-teaching-force-is-still-
mostly.html.
The Condition of Education (2019, May).
"English Language Learners in Public
Schools," National Center for Education
Statistics. Retrieved from
https://nces.ed.gov/programs/coe/indicator_
cgf.asp
Udovitsch, Alyssa. (n.d.). "ESL/ELL resources
to succeed in school." Community for
Accredited Online Schools. Retrieved
from https://www.accreditedschoolsonline.or
g/resources/esl-ell-resources-for-teachers-
parents-and-students/.
Virginia Department of Education (VDOE).
(n.d.). "English Learner Education." Retrieved
from http://www.doe.virginia.gov/instruction/
esl/index.shtml. ENGLISH
Virginia Department of Education (VDOE). LANGAUGE
(2019, April). "Handbook for educators of
English learners with suspected disabilities."
Retrieved from
LEARNERS
http://www.doe.virginia.gov/instruction/esl/r
esources/handbook_educators.pdf
GUIDANCE FOR TEACHERS OF
ELLS
ELL FACTS
Less than 1% of school teachers are
qualified to teach ELL, meaning that the
ratio of teachers to ELLs would be 1:150
(Udovistch, n.d.)
Alaska, California, Colorado, Florida,
Kansas, Nevada, New Mexico, Texas, and
Washington's percentage of ELL students
are above 10% of all public school
students enrolled (The Condition of
Education, 2019)
When students are able to maintain their
abilities from the first language that
they've learned, they're able to transfer
those skills to acquiring a second
language (VDOE, 2011)
Spanish, Arabic, Chinese, and Vietnamese
are the highest occurring home languages
in ELLs enrolled in public schools (The
Condition of Education, 2019)
The majority of teachers in the US are
white and female, but the amount of
Hispanic teachers are increasing in recent
years (Loewus, 2017).
"A language is an
exact reflection of
the character and
growth of it's
speakers."
-Cesar Chavez
ELL SUPPORT
School and Home
It's imperative that ELLs get support both at home and
at school. Although the students may be speaking
English when they are at school, they should also
celebrate their native language. Teachers should
encourage parents of ELLs to keep speaking their
native language at home, as their academic progress
is greatly affected by many factors, such as their
home life and culture that they come from (CAPELL,
2019). Doing so can help make the student more
comfortable in their new environment and slowl
introduce them to the new culture they're exposed to.
Pedagogy
No matter what activity is done in class, it's important
that ELLs are included because it will help them to
learn English and feel comfortable in the classroom.
It's also recommended that the other students in a
class with ELLs come to understand and welcome
their fellow classmate. Some ways to do this is by
introducing different books and other forms of media
to the class that represents the ELLs culture and
idenity. Also, utilizing resources and help from the
ELL specialist in the school is beneficial. Although
content is important, having a strong, emotional
support system made up of parents and staff will also
greatly benefit the student's success (Udovitsch, n.d.)
ELL Laws
Lau v. Nichols (US Supreme Court, January 1974):
Schools divisions required to overcome education
barriers faced by non-English speakers
Castaneda v. Pickard (US Supreme Court, June
1981): Three-part assessment for school divisions
to determine their adequacy of EL programs
English Learner Toolkit (2016): Produced by US
Department of Education and Department of
Justice to assist EL education programs within
States, divisions, agencies, and public schools
(VDOE, 2019)
Resources for
Teachers/Students
Many online resources are made available on the
VDOE's website, along with a list of professional
organizations that can assist teachers and the ELLs in
their classrooms (VDOE, n.d.). Here are some
websites that have lessons, books and other media:
Colorin Colorado is a website made for multilingual
students and their teachers that has everything
from resources for teachers, parents, and students:
https://www.colorincolorado.org/
Accredited Schools Online is also another resource
that provides definitions, statistics, laws, and
activities for the classroom:
https://www.accreditedschoolsonline.org/resource
s/esl-ell-resources-for-teachers-parents-and-
students/