The English language learner (ELL) population grows steadily throughout the United States, but what is an ELL? ELL students are learning English as their second, third, or fourth language. More and more teachers see their enrollments increase with English learners (EL) with varying language levels.
With this increase in English language learning student population, teachers sometimes struggle with how to engage their ELs in the content they are teaching. Misconceptions can arise in the field over time, and teachers must make sure they are not falling into certain misconceptions about ELs. Graduate programs also need to ensure they are dispelling these misconceptions in their curriculum.
If teachers believe these myths about English learners at any point, not only are they going to struggle teaching the students, but the ELs will also not receive the instruction that they deserve.
Misconception #1:
I hear my EL speaking English in the hallway. He must be pretending not to know English in my class.
Teachers might have heard other colleagues complaining about their English learners in the teacher’s lounge. These colleagues are frustrated because they have an EL in their class who is not performing well, may constantly say that they do not understand English and, therefore, the content. However, the teacher hears the student using English well to speak and interact with their peers in the hallways. In moments of frustration, the teacher might believe the student is fibbing and does know English.
This is a prevalent misconception and must be stopped as English learners acquire language at all different speeds. Additionally, these students do not master the four domains of English (reading, writing, listening, and speaking) simultaneously. Hence, the reason for hearing a student casually speaking English as a second language and him not being able to write or read in the language. Fluency in English can take four to seven years; reading and writing fluency tend to be acquired after listening and speaking skills.
Misconception #2:
I can just give my English learner the special education version of a test.
All English learners, by law, must have their curriculum modified to meet their language needs. If a teacher does not do this, they cannot fail the student because they did not provide them with the resources needed to overcome the language barrier.
Unfortunately, some teachers believe they can simply do the same modifications and accommodations that they use for their special education students by eliminating choices and providing extended time or alternative assignments.
For the most success, teachers must use strategies that are specific for English learners and their challenges. These include:
- Simplified language
- Read-alouds
- Essentialized vocabulary
- Additional wait time
- Reduced answer choice
- Sentence starters
- Slow rate of speech
- Repetition and modeling
- Increased visual support
- Simplified directions
Eliminating some choices does not mean that it will help your EL. Be aware of language support and modify the curriculum with those support systems.
Misconception #3:
I translate everything into the student’s first language, so he should understand what I am talking about.
Good-hearted teachers may go out of their way to translate content into a student’s first language, thinking that could solve all of their problems. But, many times, this can backfire. Although this idea is very thoughtful, it will not help the student learn the content easier in the language that it is being taught.
It can be beneficial to translate a word here or there, but in no way should all the content be translated unless you teach in a bilingual school. The other major problem with doing this is that the student might not be literate in their first language.
Therefore, they will not be able to read the language that the teacher translated it into and will build the frustration level for both the student and the teacher. If you think that translating might help, try doing certain essentialized vocabulary words or other strategies.
Misconception #4:
I speak loudly and slowly, so the ELs should be able to understand me.
Just because you are speaking slowly does not mean that you have changed what is coming out of your mouth for the students. Teachers need to be able to use simplified language; that means no slang, idioms, or similar phrases. Because even if you are speaking slowly and loudly, you are still not providing comprehensible input at a student’s language proficiency level.
Misconception #5:
I am a math teacher. I do not teach language.
All teachers teach language no matter what subject area they are in. Science, social studies, English language arts, algebra, health, physical education, and art all use the English language.
Teachers in these areas should be assisting their ELs in gaining the English language of that topic. They can explicitly teach language through their content area. Teaching the English language does not just fall on the ESL teacher and the one with the ESL degree. All teachers and staff should be working with the ELs in their school to help them gain academic and social language skills.
Misconception #6:
I use the same strategies with all of my English Learners.
Unfortunately, just like every other student in schools, there is no one-size-fits-all approach for English learners. They all have had different upbringings and school experiences before arriving in your school and class.
They have varying background knowledge and learning difficulties. Some ELs may have learning disabilities, while some are gifted learners. Over time, teachers will find the right strategy that works with each EL in their class. It takes time and effort, but both the EL and teacher will find success in the long run.
Interested in impacting ELLs specifically in the classroom? Check out our available dual language graduate programs which includes ESL master’s degree, doctorate programs, and more!
