Critical reflection

“Hot topics” in the Education World Today

English as A Second Language: ELL’s

Jaclyn Peluso

Fordham University

Of the many “hot topics” discussed, one that I am always interested in is concerning the ELL’s (English Language Learners). As stated in Carrasquillo (2004), “The English Language learner population in the United States continues to be linguistically heterogeneous with over 100 distinct language groups identified”. This quote here identifies the immense need for teachers to be open and fully aware of the ever changing and growing population of non-English speaking students. There is much controversy associate with providing ELL’s with the proper education they need to succeed in a mainstream classroom.

Carrasquillo states that English Language Learners are defined as students with a primary language other than English who have limited range of speaking, reading, writing, and listening skills in English. Second language programs use instructional approaches which involve students from various language backgrounds. There are also bilingual programs in which the curriculum is taught in both the native language and English, though the majority being English. It is said that if an ELL student has a mastery of their own native language, they can transfer those literacy skills to the second language they are acquiring. This can be identified as a huge “pro” towards the movement of increasing the literacy rates of non-English speaking students.

One major social issue concerning the ELL’s is the funding necessary for supplying these students with the proper programs for education. Sadly, not all schools are able to meet the needs of their students in regards to mastering the English language. “Not only have many language minority children been subject to segregated education, low teacher expectations, cultural incompatibility with dominant culture-oriented curricula, and the educational neglect experienced by minority children in general, many also face unique and equally severe form of discrimination which results from lack of proficiency in the language of instruction” (Schultz, 2001). This quote shows the need for teachers to develop a curriculum that is adaptable and will thoroughly address the needs of both ELL students and native English students. Though this is hard due to the fact that non-native speaking students will always be behind when first beginning any English language program, they are still capable of achieving proficiency through consistent

In my opinion, I believe that ELL students will benefit most from being immersed in bilingual education programs, where both English and the learners native language is taught. It is important that they are exposed to English as much as possible but also crucial that they can associate their native language terms with their second language. Specific methods and instructional strategies must be used to best teach ELL’s and they must be comfortable in their learning environment as well. I feel it is necessary that teachers are educated and have specialized training in the area of ESL if they have ELL students in their classrooms.

References

Carrasquillo, Angela, Kucer, Stephen B., Abrams, Ruth. (2004). Beyond the Beginnings: Literacy Interventions for Upper Elementary English Language Learners. Buffalo: Multilingual Matters Ltd.

Schultz, Fred. Sources: Notable Selections in Education. Connecticut: McGraw-Hill/Dushkin.