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57 percent of adolescents ELLs are born in the United States and 43 are born elsewhere.
There are ELLs in all states of the Untied States. For example in Illinois enrollment of Hispanic students increased by 80 percent in the last decade.

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Myth: teaching ELLs means only focusing on vocabulary.
Truth: it's important to not only teach vocabulary but also teach them how to form  complex meaning even when their language proficiency might be limited.

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Myth: providing accommodations for ELL students only benefits those students.
Truth: helping ELLs and having accommodations for them in the classroom not only helps those who are learning the language but also native speakers who might be struggling with reading.

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Myth: all ELL students learn English on the same way.
Truth: it's not true that students learn the same way because every student comes with different experiences that shape their learning abilities and also there are some languages who might have similarities with the English language but others are extremely different.

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Myth: When an ELL student is able to speak English fluently, he or she has mastered it.
Truth: is not good to assume that because an ELL student knows how to speak it they mastered the language because there is still much support needed to succeed academically.

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Myth: children learn a second language quickly and easily.
Truth: students have difficulty learning a new language because there are other factors affecting them such as also having to learn how to adapt to the new culture, etc.

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Myth: ELLs students have disabilities, which is why they are often overrepresented  in special education.
Truth: many ELLs are misdiagnosed because the testing doesn’t differentiate between language difficulties and disabilities.

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Advanced fluency: the individual communicates fluently in all contexts and can maneuver successfully in new contexts. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

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Intermediate Fluency: The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. Few errors and higher order thinking skills (such as sharing an opinion in the second language and analyzing a problem) is possible at this stage.

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Early Production: “student begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language.” There will be many errors at this stage.

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Beginning Fluency: “speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to the gaps in vocabulary and appropriate phrases.

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Speech Emergent: speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary increases and errors decrease.

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Pre-production (aka “the silent period”): “the student takes in the new language but does not speak it. Lasts 6 weeks or longer.

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English Language Learners are diverse and have different experiences, background and culture and they bring with them different gifts, goals and other languages. They all have different needs when it comes to education.

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Current Policy and Practice in ELL Education

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Current Policy and Practice in ELL Education

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According to the State of Arizona Office of the Auditor General, “ELL students are those whose native language is not English and who have difficulty reading, writing, speaking, or comprehending English such that it limits success in the classroom.”

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Population- who are our ELL students and families?

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Population- who are our ELL students and families?

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One of the current practices is that students are tested too see their English proficiency. After they are tested they are put into the ELL program. In the program they use “Structured English Immersion (SEI) models" in which they receive 4 hours each day of “English language development”.

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Statistics by the "National Council of Teachers of English" say that "In the past 30 years, the foreign-born population of the U.S. has tripled, more than 14 million immigrants moved to the U.S. during the 1990s, and another 14 million are expected to arrive between 2000 and 2010. These numbers have lead to reports about an emerging and underserved population of students who are English language learners (ELLs).”