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    English Language Learners

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    English Language Learners (ELLs) are students who are unable to speak, write, or otherwise learn and communicate fluently in English. As the name implies, they do make efforts to learn English, but this is done alongside a standard education. Specialized courses are provided so that a student may attend schools in which English is the primary language while also developing their understanding of the language in separate classes. As there are many different levels of English comprehension with which a student may enter a program, it is important for ELL programs to be flexible. The flexibility of these programs is designed to help students, but the different terminology used can sometimes confuse those who wish to learn more about ELLs.[1]

    Classification[edit]

    There are many terms and phrases used when discussing English Language Learners. The following is a list adapted from the Glossary of Education Reform's definition of ELLs:

    • Limited English proficient (LEP) students
    • Non-native English speakers
    • Language-minority students
    • Bilingual students
    • Emerging bilingual students[1]

    These terms are all used to describe ELLs, but may be used to refer to different levels of mastery or comprehension. Furthermore, when discussing programs designed to educate ELLs, the terms ELL and English as a second language, or ESL, are usually used interchangeably. Specific distinctions that may or may not be made between terms are often left to the discretion of specific schools and their own ELL programs.[1]

    Concerns[edit]

    ELL students are the fastest growing population in American schools. In fact, from 1992 to 2002, growth of ELLs increased by 70%. However, these students perform consistently lower than native speakers. It has therefore become imperative for schools to address the achievement gaps present in education of ELLs to ensure as many students excel as possible. A common struggle for schools with lackluster ELL programs is funding. Resources needed to adequately prepare ELLs place stress on many schools' budgets. If a school does not necessarily need a bigger budget to support ELLs, they may suffer instead from ill-equipped faculty. Teachers or administrators may not always be aware of the needs of ELLs, and adaptation may be difficult. Continued support is another concern for ELLs, as even when students demonstrate proficiency in English, they may still lack comprehension of academic language, as used in standardized testing. As a result, ELL students tend to perform lower on these tests even if they have completed ELL courses. To combat all of these issues and more, advocacy groups fight for greater funding towards preparing schools and conducting research to better understand the struggles of ELL education.[1][2][3]

    Noteworthy events[edit]

    As some groups fight to support ELLs, others insist it is not a problem of the state. Questions of citizenship and demands for English as the primary and official language of the United States have created resistance in the quest to help ELLs succeed in school. As financial difficulty plagues nearly every aspect of government, there is increased public support for other programs or initiatives before the needs of non-native Americans.[1][4]

    External links[edit]

    Footnotes[edit]

    1. ↑ 1.0 1.1 1.2 1.3 1.4 The Glossary of Education Reform, "English-language learner," accessed September 15, 2014
    2. ↑ National Education Association, "English language learners," accessed September 15, 2014
    3. ↑ National Council of Teachers of English, "English language learners," accessed September 15, 2014
    4. ↑ The Atlantic, "The Costs of English-Only Education," November 2, 2015
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