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People often see ELL as coming with some deficit. At times they are not viewed as readers and writers. This problem of perspective often an issue. ELL's must be perceived by the strengths and potential they bring.

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When we label students as English language learners, we often treat them as if they are at-risk and need to "catch-up" with the monolingual students. We also think of ELLs as immigrants to this country, when in fact 75% of them were born in the U.S.!

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When we label students as English language learners, we often treat them as if they are at-risk and need to "catch-up" with the monolingual students. We also think of ELLs as immigrants to this country, when in fact 75% of them were born in the U.S.!

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Research has suggested that this kind of back-and forth between two languages requires a great deal of bilingual skill and is actually more characteristic of the speech of balanced and proficient bilinguals than it is of the ways that emergent bilinguals talk.

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Research has suggested that this kind of back-and forth between two languages requires a great deal of bilingual skill and is actually more characteristic of the speech of balanced and proficient bilinguals than it is of the ways that emergent bilinguals talk.

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In the US, bi/multilingualism is viewed as NOT the norm when in fact 60-70% of the world's population is bi/multilingual

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In the US, bi/multilingualism is viewed as NOT the norm when in fact 60-70% of the world's population is bi/multilingual

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bilingual/multilingualism is the norm but it is not treated as such 

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bilingual/multilingualism is the norm but it is not treated as such 

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We label ELLs as struggling learners or at risk. The label of ELLs constrains our ability to perceive the strengths of the students. Not allowing them to use their strengths to build to the class 

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We label ELLs as struggling learners or at risk. The label of ELLs constrains our ability to perceive the strengths of the students. Not allowing them to use their strengths to build to the class 

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People see bilingualism as a deficit (in the U.S). 

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People see bilingualism as a deficit (in the U.S). 

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The way people see bi/multilingual students often suggest that they lack work or vocabulary because they don't know the language. It is important to counter these perspectives and to emphasize that lexical knowledge, or knowledge of words, is an area in which many of these students excel in. 

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The way people see bi/multilingual students often suggest that they lack work or vocabulary because they don't know the language. It is important to counter these perspectives and to emphasize that lexical knowledge, or knowledge of words, is an area in which many of these students excel in. 

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Perception and perspective of the English learner. 

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Perception and perspective of the English learner. 

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We need to recognize the richness of EL students by building on their strengths and providing them with educational opportunities like everyone else.

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Understanding what our students bring to the table is an important first step as we move forward as educators. Our students might not be able to articulate their thinking in English, but that does not mean they lack that knowledge or understanding.

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Before we start teaching our students, we need to get to know them, notice what is already there, what they are capable of and build on existing strengths

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Before we start teaching our students, we need to get to know them, notice what is already there, what they are capable of and build on existing strengths

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Code switching as it is done by students, is done for specific reasons so that students can emphasize something or talk for a particular audience. It serves important social and conversational functions and we should'n't see it as a deficit.

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Studies were done with 1st and 6th grade in which they looked at code-switching and how it is a reflection of bilingualism rather than a deficiency( in which kids sometimes feel ashamed of.) Code-switching is a creative skill that requires students to change from one language to the next using words that they already know. Many believe they code-switch when they are at a loss for words which isn't the case. It is a characteristic mostly seen in balanced and proficient bilinguals

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Instead of overusing the study that our students have a word gap, we need to get to know our students first, look at our students strengths and explore our students repertoire

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Instead of overusing the study that our students have a word gap, we need to get to know our students first, look at our students strengths and explore our students repertoire

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We need to move beyond the "ELL" label to offer our students equitable opportunities. We need to stop assuming that our ELLs "cant" or "don't know" and get to know our ELLs. We need to use their knowledge to build on - Instead of locking them into a label of "can't".

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Labeling students focuses mostly on what they don't know as opposed to what they do know!

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As teachers, we should be focusing more on their linguistic strengths and get to know these students well.

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Code switching and translanguaging "are normal and intelligent ways of being bilingual".

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Stereotype that English learners are viewed as students that are immigrants when in fact nearly 75% are U.S. born.

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Code switching and moving from language to language is normal and it's a characteristic of a proficient leaner of language.

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60 to 70 percent of the world's population is multi/bi-lingual.

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Students thought code-switching was a positive thing and normal way of switching.

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Students thought code-switching was a positive thing and normal way of switching.

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Don't allow yourself to give in to assumptions about your students because of outside influences.  Take the opportunity to know your students and collect evidence of what they know. (Their linguistic repertoire)--Reject the "Word Gap" discourse!!!-Group 2

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Don't allow yourself to give in to assumptions about your students because of outside influences.  Take the opportunity to know your students and collect evidence of what they know. (Their linguistic repertoire)--Reject the "Word Gap" discourse!!!-Group 2

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Fail to see English language learners as Reader or writers

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Fail to see English language learners as Reader or writers

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Perception and perspective cause problems. ENL students should be seen as having many strength and potential.

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Labels/categories distort how we make sense of English Language Learners

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Consider what students DO come with instead of focusing on what they don't.

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Students should be used to code-switching if it helps them to succeed in conversational activities. It should be normalized to use whatever languages they know.

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When we see them as ELLs, we end up normalizing mono-lingualism.

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We should be getting to know our students with all the languages they may speak and not just assume they know one language better then another because of how they speak.
“Word gap”

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The problem is not the label English Learner but people's perception of what being an English Learner means. Depending on the person its linguistic genius and for others it is a deficit leading to low expectations in reading and writing.

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Recognize the richness of our student's language and their linguistic repertoire. Group 2

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Recognize the richness of our student's language and their linguistic repertoire. Group 2

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Code switching is a normal and an intelligent way of being bilingual . 

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Code switching is a normal and an intelligent way of being bilingual . 

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Code switching, Spanglish, translanguaging, is the ability to fluidly and flexibly move across linguistic boundaries. It is not a linguistic deficiency or lack of fluency. Not a loss of words since most subjects knew how to say the word in both languages. If you have two languages at your disposal, why limit yourself by using only one.

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you have to be willing to explore students linguistic repertoires and disposes in order to recognize the richness of those repertoires

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Flawed data from famous study stating that lower-income students bring 30 million less words to instruction because their parents don't talk to them,  has driven media discourse and is assumed to be the truth- Causing even educators to develop instruction for these children from that "deficit" mindset.  in fact, we as educators know we do better job when we focus on what kids can empirically do, and build from there.  Also, those deficit assumptions don't take into account that ENLs have words in 2 or more languages and may have more words than their monolingual  peers. We may be ignoring their strengths. 

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Flawed data from famous study stating that lower-income students bring 30 million less words to instruction because their parents don't talk to them,  has driven media discourse and is assumed to be the truth- Causing even educators to develop instruction for these children from that "deficit" mindset.  in fact, we as educators know we do better job when we focus on what kids can empirically do, and build from there.  Also, those deficit assumptions don't take into account that ENLs have words in 2 or more languages and may have more words than their monolingual  peers. We may be ignoring their strengths. 

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How it compares two different children and different ages how they were able to learn different English languages

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ELL students are viewed as strugglers and at risk. Need to treat them as readers and writers (learners). The label Limited English Proficient masks diversity and variation. "STEREOTYPES". Focus is on can't do rather than can. Need to see strengths. There's a problem of perspective.

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Educators need to observe and learn each students linguistic strength. Students experiences provide different academic abilities. As a teacher try to understand the students life experiences to understand how to support them best.

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Become more receptive in seeing beyond the label English Language Learners.

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Become more receptive in seeing beyond the label English Language Learners.