By: Courtney Butler

Definitions  English Language Learners- ELL  English as a Second Language- ESL  First Language- L1  Second Language- L2

Statistics  ELL are the fastest growing group of K-12 students in the United States  The ELL population has increased 138% according to Nation Center of Education Statistics take in 2003  In several States percent of Latino students, many who are ELL students are not graduating from high school  Only 2.5% of teacher of ELL have received special preparations work with these students

Statistics Continued  Approximately 79% of ELLs nationally are from Spanish-language backgrounds  million of the U.S. student population are ELLs  North Carolina has experienced a 300% higher growth of ELLs in a ten-year period  85% of the ELLs in California are Spanish Speaking  It takes 4-7 years of sustained institutional support for ELL students to develop academic English proficiency

Assumptions of ELL  ELL’s do not differ significantly from those of other divers learners  The discipline of ESL is primarily a menu of pedagogical (teacher) adaptations appropriate for a diverse variety of learners

Misconceptions of ELL  Many teacher’s assume that exposure to language and opportunities for interaction with English speakers are the essential conditions for learning ESL  Because all children learn to speak their native language, teachers often conclude that all ELLs will learn their second language that same route and rate as their first.

Misconceptions of ELL Continued  Good teaching for native speakers is good teaching for ELL’s  Using nonverbal support fails to meet the needs of ELLs when teachers are unable to use them as tools for language development within content class.

Tips for Teaching ELL  Encourage students to engage with one another face-to-face to develop oral and written academic language  Provide feedback  Help them build knowledge base by incorporating media  Encourage students to rely on their funds of knowledge and build on their bicultural and bilingual experiences as a bridge to developing academic English proficiency

Code Switching  Alternating between English and Spanish  Ex. Los biles = the bills El cheque = the checks  While students are writing having them use their native language as well as English will allow them to portray their ideas in a better way.

Content-Area Cognates  Cognates are pairs of words in two or more languages that are similar in form and meaning. Ex. English- Bank Spanish- banco  Cannot apply this strategy indiscriminately because some word pairs are false cognates

Graphic Organizers  These are visual devices that help students quickly access knowledge, tap into prior knowledge, discern relationships, establish a hierarchy among concepts, and review information.  These organizers allow ELLs to read and see content which reinforces the content

Using L1 language  It is important to allow ELL students to use their L1 language when needed.  Whether it be in writing or speaking

Standards  Most standards are based on approaches for a diverse native-English speaking student population not solely based on an ELL population

Standards in NC  5 Standards: 1. English language learners communicate for social and instructional purposes within the school setting. 2. ELLs communicate information, ideas, and concepts for academic success in the content area of Language Arts. 3. ELLs communicate information, ideas, and concepts for academic success in the content area of mathematics 4. ELLs communicate information, ideas, and concepts for academic success in the content area of Science 5. ELLs communicate information, ideas, and concepts for academic success in the content area of Social Studies

Best way to ensure success  Step 1: first language  Step 2: Code switching or mixed language  Step 3: inter-language  Step 4: Close to Standard English

ELLs and their Families  Many of the ELL students are the main communicator for the family  Make sure to take into consideration ELL holidays that may impact their attendance at school.  Create a welcoming environment in your school. These students and families may already be feeling ostracized as they may not be able to communicate

ELLs and Their Families Continued  Make a personal connection with families by showing that you care about their native language  Communicate Important information  Provide ways for parents to learn important topics and skills that will help them learn more about communicating with English Language Speakers.

Experiences  Jen Peña Private Catholic School in the Bronx's where she learned English from a friend. Neither of her parents learned or spoke English Being in an environment with English learners made it easier to learn the language. Placed in ESL classes once she moved to North Carolina

Johnson County Middle School  Female student who does not speak any English  First day at the internship

 “Teachers should encourage Latino students to build on their bicultural and bilingual experiences to develop academic English”

 “The window of opportunity for academic success begins to close for most students by the time they leave middle school” (National Public Radio, 2002)

Citations  Fu, D. (2009). Writing between languages. Portsmouth: Heinemann.  Rubinstein-Avila, E. (n.d.). Connecting with latino learners.  Harper, C. (n.d.). Misconceptions about teaching english-language learners. (2004). Journal of Adolescent & Adult Literacy, 48(2),

Citations Continued  Pena, J. (2013, April 16). Interview by C Butler  Breiseth, L. (n.d.). A guide for engaging ell families: twenty strategies for school leaders. (2011). Colorín Colorado  State Board of North Carolina Department of Public Instruction, (2012). English language proficiency standards. Retrieved from website: eldnces.ncdpi.wikispaces.net/Curriculu m and Instruction

Citations Continued  Payan, R., & Nettles, M. (n.d.). Current state of english-language learners in the u.s. k-12 student population. (2007). Retrieved from ELLsympsium/ELL_factsheet.pdf  Ferris, D. (2003). Response to student writing. Mahwah: Lawrence Erlbaum Associates, Publishers  (n.d.). English language learners and technology. (2005). SouthEast Initiatives Regional Technology in Education Consortium, 17(1), Retrieved from initiatives/ELD/Vol7_1.pdf