SUPPORTING ENGLISH LANGUAGE LEARNERS
IN CONTENT AREA CLASSROOMS
“LEARNING A LANGUAGE IS NOT ONLY LEARNING DIFFERENT WORDS FOR THE SAME THINGS, BUT LEARNING ANOTHER WAY TO THINK.”
– FLORA LEWIS
English learners compose one of the fastest growing student populations in the country. By the year 2030, nearly 40% of public school students will be English learners. Since 1968, all public schools are required to offer language learners an appropriate level of education.
Being bilingual promotes all areas of cognitive functioning.
The bilingual brain is used to handling two languages at the same time, which aids in developing functional skills such as self-control, switching attention, and working memory.
Comprehensible Input +1
The comprehensible input +1 theory proposes that ESL students will learn best when teachers provide input just slightly above a student’s current level of proficiency. Students should understand most of what is presented to them, but still need room to stretch and push themselves.
“The defining characteristic of a good teacher is someone who can make input comprehensible to a non-native speaker, regardless of his or her level of competence in the target language.” (Krashen, 2009)
Does the student feel overwhelmed by what they don’t know? Is language production being celebrated or restricted?
Is the student being pressured to speak during the silent period? This can slow language acquisition and even force a move backwards.
Does the student feel comfortable in the setting? Are they able to engage with peers and adults in positive ways?
Do the text and assignments match the student’s level of proficiency? Do they need to be modified or supplemented?
Affective filters are emotional and psychological factors that can either accelerate or slow down language acquisition. Affective filters are like a brick wall that blocks learning. Affective filters affect a student’s motivation, self-confidence, and levels of anxiety.
English language development is a process that develops at a different rate for each student, and it is easy to misjudge levels of proficiency.
There are many factors that contribute to the speed of development. These factors may include:
However, there are some predictable patterns of language development.
It’s important to know about the silent period. This is a time when ELLs are listening and absorbing the language. The silent period may last for weeks, months, or even a year. Each learner is different.
Our youngest language learners who have not learned to read and write in their native languages may develop oral language skills before reading and writing. How does language development look for a student in kindergarten?
Older language learners who can read and write in their native languages may develop skills in reading and writing before they learn to speak. Based on this information, how might language development look for a student in seventh grade?
Intermediate ELLs can speak with confidence in most social situations. It’s easy to mistakenly believe that they are proficient in language. However, these students are still developing reading and writing skills necessary to succeed in the classroom.
These students have developed BICS (Basic Interpersonal Communication Skills), but they are still developing CALPS (Cognitive Academic Language Proficiency). Research shows BICS develops in about two years, but CALPS may take as long as 5 to 7 years or longer.
Some students may also be classified as long term English learners. These students have been in the ELL program for more than 7 years, yet haven’t passed the language proficiency exam. These students may also have underlying disabilities and individualized education plans.
Feel free to
contact us...
Federal Programs Director:
riddellm@unicoischools.com
Title III Coordinator and
Secondary ELL Teacher:
englen@unicoischools.com
Rock Creek ELL Teacher:
jonesl@unicoischools.com
Love Chapel ELL Teacher:
morrisd@unicoischools.com
Unicoi Elementary ELL Teacher:
petersone@unicoischools.com
Next Steps:
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