English+Language+Learners

English Language Learner’s Reflection Throughout my schooling, I was never introduced to peers whose primary language was different than English. I was raised in a small town where the majority population is, still to this day, Caucasian. This affected my schooling and learning positively and negatively. While reading //English Language Learners: The Essential Guide// by David and Yvonne Freeman, I learned that it is a common occurrence to have non-native English speakers in the classroom. Their book outlines the different bilingual programs school districts have for non-English speaking students, different ways to teach these students, and the methods that should be avoided or changed. Throughout my reading of //English Language Learner//s//,// I learned numerous important key ideas to keep in mind while teaching.

Before reading //English Language Learners,// I was not sure to expect when teaching students whose primary language is not English. However, I learned that there are many different programs available to help students. Bilingual education programs are offered for students who are learning the English language. These programs are taught half in the child’s native language and half in English. Bilingual programs can last for as little as two years or sometimes through middle or high school. There are goals of each of the different bilingual programs to help various students. Many schools are opposed to bilingual education since there is a limited supply of bilingual teachers, there are not immediate results from the classes, and many English language learner students are from different backgrounds and do not speak the same language (Freeman 7). These factors make it extremely difficult to maintain a successful bilingual program. Learning about the various bilingual problems made me understand that I would not have to learn how to teach English language learners on my own. If there is an aid in the class or students are taught in a bilingual setting, the responsibility of helping the children succeed is split between two adults.

Instead of having bilingual programs, some schools have English as a second language (ESL) programs. Previously, there was a traditional ESL program in which students were solely taught conversational language. Districts have taken away this program and replaced it with a content-based ESL program. In this new program, students are taught academic vocabulary through the subject matter (8). Another approach to ESL programs is the structured English immersion program. Although this program is "similar to content-based ESL, teachers are seldom given much training in how to implement the method” (9). Training teachers is a way to make them highly qualified to teach students learning the English language. Highly qualified teachers will understand the effort, time, and amount of planning it takes to successfully teach an English language learner.

There are three different types of English language learner students. They are new arrival students with adequate formal schooling, limited and interrupted schooling, and long-term English learners (24). These three diverse populations of students make finding an effective bilingual or ESL program more difficult. Since there are many variations of English language learners, it is important teachers get to know their students (12). If a teacher is knowledgeable about her students’ strengths and weaknesses, the teacher can best differentiate her teaching to help students achieve their best results.

In a classroom, there are many ways a teacher can teach both native English speaking students and non-native English speaking students. Teachers can, teach big questions or ideas throughout many academic subjects, provide books in different native languages, and read literature in English with additional teacher support. This teacher support could be during whole class instruction or during the time allotted to independent reading. Many English language learners are “not getting the curriculum they need” since teachers focus more on conversational vocabulary than academic vocabulary (28). Teaching English language learners lessons that native-English learners are being taught allows the English language learners to understand vocabulary in the content and throughout several academic subjects. These ideas can enhance a classroom since both English language learners and native-English speakers are learning about different cultures and subjects in a variety of ways. Providing ample opportunities for students to learn about other cultures and subjects will make children well-rounded and understand content better.

The three approaches to teaching curriculum are not aligning the subjects, aligning the subjects around a certain theme, or connecting the subjects through big questions or ideas. Not aligning the subjects has shown little effect in teaching English language learners as well as native-English speakers (64). Aligning the subjects around a certain theme and connecting the subjects through big questions are the most effective way to teach students. Sometimes, however, teachers need to make a big stretch to connect a theme through all the subjects (66). By making a stretch, the teacher may lose credibility and students may have a difficult time understanding all the lessons. The most effective way to teach all students is through connecting the subjects through a big question or idea (69). Students can explore the various subjects in a number of ways while trying to answer a main question. This organization of curriculum is also most effective because students learn vocabulary in one subject and it is reinforced during the other subjects (67). Although there are numerous ways to organize curriculum, organizing it through big questions is the most effective way for all students to learn. Teaching English language learners through content is important for numerous reasons. Students can learn language and content at the same time, language is present and stays in its natural context, students are given a reason to use the language, and students learn the academic vocabulary and text structures of the different content areas (51-2). When students learn content and English at the same time, they understand the context the words are coming from and are more apt to remember the words and content. If an English language learner is taught vocabulary out of context, the student may not understand the word since “key words for different subject areas are best understood as part of a network of related terms” which are “needed to understand some aspect of a subject” (52). Taking a word out of its original context can be confusing for beginning English speakers. When students use vocabulary often they will remember the word on a deeper level. Students become motivated to learn since they see a need to use particular vocabulary to communicate.

Providing books written in a native language is an excellent way to support a student’s first language. An English language learner must be able to read well and comprehend texts in their native language before acquiring those skills while reading in English (106). Working with students in their native language will strengthen their reading skills and make them ready for learning to read in English. The most difficult part about picking books in other languages is to make sure the books are appropriate and are culturally relevant to the students in the class (107). Students may shut down if the book they are reading does not pertain to their society. Learning to read well in a student’s native language will aid in his abilities to begin reading well in English.

An important way for students to understand text through reading is by reading more literature. Books can reinforce certain aspects of reading and have to “contain natural language” (134). Natural language is important so English language learners understand the progression of words. If English language learners are going to learn comprehension and reading strategies by practicing their reading, books have to have natural language, be age appropriate and have limited text (135). If reading in English is too difficult for English language learners, teachers will have to work with these students and scaffold how to correctly read and understand English while still allowing students time to read in their native language. Students can read their books during independent reading time in the reader’s workshop block. Allowing students the time to read in their native language will give the students a sense of belonging. Practicing reading in English is going to reinforce students’ knowledge of constructing meaning.

In my current field experience, I do not see any of these practices taking place. There is one student who is pulled out for language classes but understands English well. During class Mrs. Hyer does not have to teach differently due to his understanding English well. Having discussions in class with peers about these experiences could be helpful if any of my classmates saw differentiated learning for English language learners. The thing I find most helpful about discussing the text in groups is understanding topics more thoroughly. My group had the same feelings I did about certain topics, such as how to teach the curriculum. It would be useful to see the practices when I went into the field but discussing them helps.

Although some teachers may feel having English language learners in their classroom is a downfall, it can actually benefit everyone in the classroom. Students can learn about other culture present in the world and also throughout their community. Teachers should try and develop a method that works best in their classroom to teach not only native English speakers but English language learners, also. Teachers and students can both benefit from the diversity that can be found in any classroom setting.