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When considering the various topics that address concerns regarding English Language Leaners, the main issue that stood out to me was the gap between successful and unsuccessful English Language Learners. How can educators work to bridge the gap between students who are acquiring English and flourishing in the classroom, versus those who struggle and never fully attain English? Too often students are moving throughout the education system without the appropriate tools and support necessary to assist their language development. How is it that one student in a class can successfully acquire English, while their fellow classmate is struggling to understand? Is it based on personal ability, learning style, support, strategies, or immersion in English? There are many factors that tie into each individual English Language Learner's academic careers, and their journey to being English proficient. It is my goal that through research, I can find some answers as to why this gap is occurring, what is being done to bridge the gap, and how future educators can prevent this gap.

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- How do we support English Language Learners?
- What is the difference between a supportive ELL classroom vs. an unsupportive ELL classroom?
- How can a teacher know if they are maximizing support for their ELLs?
- How can schools adjust curriculum, accommodations, expectations, strategies, and stimuli to better support ELLs?
- How can we support ELLs at home?
- How do ELLs interact with their English Speaking Peers?
- Which occurs more, success in learning English, or struggle?
- How is the American Education System adjusting their policies and expectations to better the educational opportunities for ELLs?
- What does it mean to be identified as an ELL?
- When is one no longer identified as an ELL?
- How difficult is the learning curve for ELLs?

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English Language Learners, Bilingual, What Hinders ELLs?, Proficiency, Building Language, Positive Language Development, How to successfully support ELLs, Language Barrier, Content Area, Academic Language, Successful vs. Unsuccessful Language Development, Acquisition, Learning Curve, Integrated, Strategies, Accommodations, English, Vocabulary, Immersion, Community, Interaction

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Facts about English Learners in California - CalEdFacts

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Facts about English Learners in California - CalEdFacts

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Facts about English Learners in California - CalEdFacts. (2018, June 29). Retrieved February 23, 2019, from https://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp

California Department of Education

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Addressing the Language Barrier:English Language Learners, Bilingual Education, and Learning Supports* 

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Addressing the Language Barrier:English Language Learners, Bilingual Education, and Learning Supports* 

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Addressing the Language Barrier: English Language Learners, Bilingual Education, and Learning Supports*. (2013). Retrieved February 23, 2019, from http://smhp.psych.ucla.edu/pdfdocs/biling.pdf

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What Challenges do ELL and Title I Students Face in the Development of Oral Language?

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What Challenges do ELL and Title I Students Face in the Development of Oral Language?

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What Challenges do ELL and Title I Students Face in the Development of Oral Language? (2018, November 10). Retrieved February 23, 2019, from https://www.lexialearning.com/blog/what-challenges-do-ell-and-title-i-students-face-development-oral-language

2019 Lexia Learning

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What Challenges do ELL and Title I Students Face in the Development of Oral Language?

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Vocabulary is frequently thought to be the main component of oral language. However, in the broadest definition, oral language consists of phonology, grammar, morphology, vocabulary, discourse, and pragmatics. The acquisition of these skills often begins at a young age, before students begin focusing on print-based concepts such as sound-symbol correspondence and decoding.

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What are the perceptions of third grade teachers regarding providing a effective strategies to promote oral language learners? What are perceptions on the efficacy of teachers regarding their ability to meet the needs of ELLs students'What creates the gap between  English Language Learners who are successful in becoming English proficient, and those students who are unsuccessful in acquiring the English language? How do we, as educators, fill this gap so that all English Language Learners are supported until they fully develop proficiency in speaking, reading, writing, and understanding English?'

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Challenges for English Language Learners (ELLs) in Content Area Learning

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Challenges for English Language Learners (ELLs) in Content Area Learning

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Haynes, J. (n.d.). Challenges for English Language Learners (ELLs) in Content Area Learning. Retrieved February 23, 2019, from https://sac.edu/AcademicProgs/ScienceMathHealth/MathCenter/PDF/Tutor Training/Module 4/Challenges_ Tips for English Language Learners.pdf

Compiled by Tracy Henniger-Chiang (1997), Director of Global Language Institute

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Article 81Understanding the Challenges of English Language Learners andIncreasing College-Going Culture: Suggestions for School Counselors

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Article 81Understanding the Challenges of English Language Learners andIncreasing College-Going Culture: Suggestions for School Counselors

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Perez, C. P., & Morrison, S. S. (2016). Understanding the Challenges of English Language Learners and Increasing College-Going Culture: Suggestions for School Counselors. Retrieved February 23, 2019, from https://www.counseling.org/docs/default-source/vistas/article_81_2016.pdf?sfvrsn=4

American Counseling Association

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English Language Learners- American Institute for Research

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English Language Learners- American Institute for Research

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August, D. (2019, January 29). English Language Learners. Retrieved February 23, 2019, from https://www.air.org/topic/education/english-language-learners

American Institute for Research

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In 2013, 4.4 million U.S. public school students were classified as English language learners ( NCES). These students come to school with the benefit of speaking a language other than English. All the while, they face the challenge of acquiring content knowledge in English at the same time as they acquire English as an additional language. They are held to the same graduation requirements and accountability standards as their English-proficient peers. English language learners can be supported by conducting rigorous research and evaluation to improve instruction and learning, evaluating policy to inform decision-making, and enhancing ELL practice at the district, school, and classroom level.

The core of AIR's work supporting ELLs is done through the Center for English Language Learners.
Read more about the Center's work >>
Featured Work

Mastering math and the academic language of math is essential for all students, but especially for ELLs, who are acquiring content knowledge and English proficiency concurrently. The goal of this three-year study is to enable sixth-grade Spanish-speaking ELLs to acquire the skills and knowledge they need to meet the new Common Core State Standards for Mathematics (CCSS-M) and Literacy in the Technical Subjects (CCSS-L). The first two years of the study follow an iterative development process to refine the intervention, leading to a pilot study in the third and final study year.

Spring Branch Independent School District

In this project led by Linda Cavazos, the Center for ELLs staff based in Austin, Texas are working with the Spring Branch Independent School District in Texas to provide districtwide ELL-focused professional development and ongoing technical assistance for a period of five years. The AIR team will provide an annual ELL Summer Institute followed by a series of professional development with a recursive cycle of observations, coaching, and Professional Learning Communities, with a focus on the improved outcomes of ELLs.

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In 2013, 4.4 million U.S. public school students were classified as English language learners (NCES). These students come to school with the benefit of speaking a language other than English. All the while, they face the challenge of acquiring content knowledge in English at the same time as they acquire English as an additional language.

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Developing ELL Programs: Introduction. (2018, September 26). Retrieved from https://www2.ed.gov/about/offices/list/ocr/ell/developing.html

Department of Education- Office of Civil Rights

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civil rights; english (second language);

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Introduction to document specifically designed to assist district staff in the development and implementation of a program of services for ELL students.

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LOWERING THE AFFECTIVE FILTER FOR ENGLISH LANGUAGE LEARNERS FACILITATES SUCCESSFUL LANGUAGE ACQUISITION

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LOWERING THE AFFECTIVE FILTER FOR ENGLISH LANGUAGE LEARNERS FACILITATES SUCCESSFUL LANGUAGE ACQUISITION

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Vasquez, V. (2018, August 14). Lowering the Affective Filter for English Language Learners Facilitates Successful Language Acquisition. Retrieved February 23, 2019, from https://www.collaborativeclassroom.org/blog/lowering-the-affective-filter-for-english-language-learners-facilitates-successful-language-acquisition/

Center for the Collaborative Classroom

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The "affective filter" is a theoretical construct in second language acquisition that attempts to explain the emotional variables associated with the success or failure of acquiring a second language. The affective filter is an invisible psychological filter that can either facilitate or hinder language production in a second language.
When the filter is high:

Students experience stress

Students feel anxious and self-conscious

The lack of self-confidence might inhibit success in acquiring the second language

Students are reluctant to participate and seek out opportunities to collaborate

If modifications are not being made, the students will experience boredom and disinterest

When the filter is low:

Students become risk-takers as they manipulate language

Students feel safe in making mistakes without judgement and constant corrections

Students feel empowered to interact with their peers and seek out models of language

Students feel safe in answering questions and sharing their thinking with peers and the teacher

How do I lower the affective filter in my classroom within Collaborative Literacy?

Try not to overemphasize error correction. In other words, instead of correcting the student; model the correct use of the language in a supportive stance.

Utilize the ELL teacher notes laid out within the teacher's manual to scaffold your instruction.

Institute a policy in the classroom that prohibits students from making fun of peers or laughing at errors. This is directly supported by the social learning goals weaved throughout every lesson. This sets the expectations for how students work together as they collaborate.

As students share and reflect at the end of each lesson, share your observations and facilitate the brainstorming of solutions to challenges

Take advantage of the first units within Being a Writer and Making Meaning. This will build a strong literacy community and set up a safe place for learning.

Equip strong language models with strategies to support their language learner peers.

Consistently encourage risk-taking reminding students that your classroom is a safe place to learn.

Set individual goals with students and celebrate growth!

When the affective filter is low, the learner is in an emotionally safe place. These feelings of safety lower imaginary walls, promoting more successful language acquisition. This type of environment becomes a welcoming invitation to keep learning!

This is part 2 of a blog series on supporting English Language Learners in Collaborative Literacy. You can read part 1 here.

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Lowering the Affective Filter for English Language Learners Facilitates Successful Language Acquisition | Center for the Collaborative Classroom

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What is the affective filter? The "affective filter" is a theoretical construct in second language acquisition that attempts to explain the emotional variables associated with the success or failure of acquiring a second language. The affective filter is an invisible psychological filter that can either facilitate or hinder language production in a second language.

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The Factors That Influence The Acquisition Of A Second Language

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The Factors That Influence The Acquisition Of A Second Language

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Shoebottom, P. (n.d.). The factors that influence the acquisition of a second language. Retrieved February 23, 2019, from http://esl.fis.edu/teachers/support/factors.htm

Frankfurt International School

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Note: Javascript is disabled.

Introduction

Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.

Internal factors

Internal factors are those that the individual language learner brings with him or her to the particular learning situation.

Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.

Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.

Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.

Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences.

Cognition: In general, it seems that students with greater cognitive abilities (intelligence) will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.

Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.

External factors

External factors are those that characterize the particular language learning situation.

Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.

Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students' English language development, and makes certain accommodations, will contribute to their linguistic development.

Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.

Motivation (extrinsic): Students who are given continuing, appropriate encouragment to learn by their teachers and parents will generally fare better than those who aren't. For example, students from families that place little importance on language learning are likely to progress less quickly.

Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-language learners who have no extensive access to native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.

The information on this page is based on summaries of research into learner variables (internal factors) in second language acquisition in the following resources:

Lightbown, Patsy M., and Nina Spada. How Languages Are Learned. Oxford: Oxford University Press, 2013. Print.

Macaro, Ernesto.Continuum Companion to Second Language Acquisition. London: Continuum, 2010. Print.

Here is a link to a slideshow on the same topic: Learner Variables in L2 learning

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The factors that influence the acquisition of a second language

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Note: Javascript is disabled. Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence.

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California schools holding back English Learners, say Stanford researchers and colleagues

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California schools holding back English Learners, say Stanford researchers and colleagues

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Andrews, E. L. (2015, October 29). California schools holding back English Learners, say Stanford researchers and colleagues. Retrieved February 23, 2019, from https://ed.stanford.edu/news/california-schools-holding-back-english-learners-say-stanford-researchers-and-colleagues

Stanford University

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California public schools often trap non-native English speakers into rigid categories for "English Learners" that jeopardize students' long-term academic progress, concludes a new report co-authored by Stanford Graduate School of Education researchers and colleagues from other institutions.

The report, drawing on three research partnerships with an array of school districts across California, describes the state's system for classifying English Learners as far "too blunt" and warns that the programs themselves often isolate students from the classes they need to get on a track for college.

Once a student enters an English Learner program, moreover, it can be difficult to escape. Intentionally or not, the report says, current efforts to support children who lack English skills often simply hold them back.

"California and federal law require that schools provide [English Learners] with targeted services to meet both English language and content learning goals," the report states. "Despite the law, however, research from the three partnerships suggests that English learners often suffer from restricted educational opportunity compared to that of non-English learners, particularly with regard to their academic learning needs."

The researchers call for California to expand academic opportunities for English Learners, and they present findings that the state's near-ban on bilingual education has not worked as promised. (The restrictions have been in place ever since voters passed Proposition 227 in 1998.) They also urge the state to adopt a new system of classifying English Learners.

Posted online today, the report is the latest in a series of policy briefs published by Policy Analysis for California Education (PACE), which is based at Stanford Graduate School of Education. Its lead author, Ilana Umansky, an assistant professor of education at University of Oregon, who did research for the report while a doctoral student at Stanford, will be leading a PACE seminar on the report on Oct. 23 in Sacramento.

Among the research findings cited in the report:

English Learners often have much less access than other students to core courses, from English Language Arts to Algebra 2, that are required for getting into four-year universities.

"Sheltered" academic classes for English Learners are often less rigorous and slower-paced than comparable classes for non-English Learners. Sheltered classes also deprive English Learners of exposure to high-achieving students and to the heavy use of English in an academic setting.

Bureaucratic hurdles and complex criteria for reclassifying students keep many students in English Learner programs for years longer than they should.

Because high-achieving English Learners are often quickly reclassified as proficient in English, English Learner programs increasingly become pools dominated by low-performing students - which can slow their progress even more.

A large proportion of students who remain long-term English Learners are dually classified as having a disability. For instance, in an analysis of seven school districts, 30 percent of students who are long-term English Learners qualify for special education, compared with 10 percent in the English-only students.

"School districts are often trapped by rigid definitions and categories that hold children back from their true potential,'' said Kenji Hakuta, a professor of education at Stanford and one of the report's authors.

"Children who come to school with limited English certainly have needs, but it's a question of the right amount and of being flexible enough to meet a wide diversity of needs," he said. "School districts need capacity to be more analytical and show greater accountability for how students fare over the long-term."

On a potentially explosive political issue, which California voters will take up at the polls in 2016, the researchers present findings that strongly support ending the state's steep legal barriers against bilingual education.

Proposition 227 prohibited school districts from offering bilingual education except under a narrow set of circumstances. But many studies over the past 16 years have indicated that bilingual courses can spur academic progress over the long term.

The new report supported those findings. Although the students in bilingual programs are initially slow to achieve English proficiency, research shows that the students caught up and surpassed English Learners by middle school on both language proficiency and overall academic progress.

The report stems from three separate partnerships between academic researchers and nine local California school districts. The first partnership was with the Los Angeles Unified School District. The second was with a large urban district that hasn't been named. The third was with a cluster of seven small- and medium-sized districts in California's inland region.

In addition to Umansky and Hakuta, the co-authors included Stanford professors Sean Reardon and Claude Goldenberg; Karen D. Thompson at Oregon State University College of Education; and Peggy Estrada at UC-Santa Cruz. The other three co-authors were senior administrators from the Los Angeles Unified School District. The writing of this report was supported by a grant from the W. T. Grant Foundation and by Policy Analysis for California Education.

One key message of the report is that school districts need to be flexible enough to grapple with the extraordinary diversity in the abilities and needs of students who learn English as a second language.

There are major differences between first-generation and second-generation English speakers, as well as between students who are literate in their own languages and those who are not.

There are also big differences between ethnic groups. Roughly 90 percent of children of Chinese origin in English learning programs are reclassified as proficient in English by 5th grade, for example, compared with 65 percent of Hispanic children.

Given the wide range of needs, the researchers say, there are no simple formulas for how long a student should be in an English Learner program.

But the report places strong emphasis on the barriers that isolate English Learners from the core academic courses and the advanced classes.

"EL students often have limited access to secondary mathematics courses that serve as gatekeepers to postsecondary education,'' the researchers write. In the seven small and medium-sized school districts, for example, 5 percent of English Learners were enrolled in an accelerated math sequence of Algebra 1 in eighth grade, geometry in ninth grade, and Algebra 2 in tenth grade, compared with 25 percent of the non-EL students in the same grades.

"The implications of these barriers to full access on academic achievement are potentially profound,'' they continue. "Research from one school district suggests that students who are classified as English learners have significantly lower academic achievement than an otherwise identical group of students who are not classified as ELs."

The group's top recommendations are to revamp the system for classifying students and to reduce the obstacles for students who want to be reclassified as proficient in English. In particular, the group argued that school districts should stop requiring students to pass both a test on English proficiency and tests on specific subjects. English proficiency by itself should be enough.

California should also monitor and enforce policies aimed at providing equitable access to all the school's academic offerings. It's not enough to provide formal access to the courses. If English learners are falling behind, schools should take action.

The report suggests lengthening school days for English Learners, so their learning English doesn't crowd out other subjects. It also recommends that districts provide teachers with more training on ways to integrate language skills with the teaching of specific subjects.

The group's broader recommendation is that school districts carry out more analysis on the long-term effects of different strategies. Small investments to standardize and improve the quality of data on the instructional services provided to English learners could provide much better insight into what strategies do and do not work.
Edmund L. Andrews, a freelance writer and editor, wrote this story for Stanford Graduate School of Education.

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California schools holding back English Learners, say Stanford researchers and colleagues

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California public schools often trap non-native English speakers into rigid categories for "English Learners" that jeopardize students' long-term academic progress, concludes a new report co-authored by Stanford Graduate School of Education researchers and colleagues from other institutions.

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The Factors That Impact The Learning Curve Of English-Language Learners

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The Factors That Impact The Learning Curve Of English-Language Learners

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Anderson, M. (2018, August 3). The Factors That Impact The Learning Curve Of English-Language Learners. Retrieved February 23, 2019, from https://www.teachthought.com/education/7-factors-impact-the-learning-curve-of-english-language-learners/

TeachThoughtStaff

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by Marc Anderson, CEO talktocanada.com

Let's face it. Some students learn a second language more quickly and easily than others. Some learners show more determination. Some work harder. Some are more persistent. But there are other factors that influence language learning. These all play a role in the speed and acquisition of the new language.
Factor #1 Age
Children who have literacy skills in their native language seem to be able to acquire other languages easily. Older learners can be successful, too, with the right type of inner motivation, but they generally do not achieve the native-speaking pronunciation and intonation that younger children naturally do.
Factor #2 Personality
More outgoing students who don't worry too much about mistakes and are more willing to take risks seem to do better. They get more practice, are more immersed with native speakers, and gain more confidence. Introverted or anxious learners tend to make slower progress, most noticeably in their oral language skills.
Factor #3 Motivation
Whether intrinsic or extrinsic in nature, motivation plays a significant role with language achievement. If a student enjoys the language and learning or does well in this area of study, he/she will continue to excel.

Additionally, if the language is needed to further a certain goal (acceptance at a desired university, career goal, speaking to relatives, etc.) then those students will make greater efforts to learn the language and in turn, they will make quicker progress. Those students who are encouraged by their teachers and families and those students in environments that encourage education, learning and languages make more progress.
Factor #4 Experiences
Any student who has lived in other countries and/or has been exposed to travel, diverse cultures, and languages has a stronger base for learning. Students who might have a pen pal, opportunities to Skype or interface with native speakers, and those who have English-speaking friends will learn more easily.
Factor #5 Native Language
Students who are learning a second language which happens to be from the same language family and may even use the same alphabet system and many of the phonetic sounds as their native language are apt to have an easier time.
Factor #6 General Aptitude/Cognitive Abilities
Students with greater aptitude and cognitive abilities will learn faster. They can grasp language patterns and structure more easily. They acquire new vocabulary words quicker and are more fluent speakers and writers of their new language.
Factor #7 Curriculum and Instruction
Allowing the students to gain language from all curricular areas is key to language success. To keep a child out of regular mainstream classes because their language level is beneath the level of instruction does not afford the student the opportunity to be exposed to content rich areas and native speakers commensurate to their age. Teachers who naturally differentiate content and provide needed language support help contribute greatly to these children's linguistic development.

Perhaps not everyone can be a "Juano" when it comes to learning language, but we can do our part as educators to help all ESL students learn to their abilities. We can motivate, offer experiences, teach content rich curriculum, and differentiate learning for our students. These are the factors we as teachers can bring to guarantee success for all of our ESL students.
Image attribution flickr user zaps06; The Factors That Impact The Learning Curve Of English-Language Learners

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Factors That Impact The Learning Curve Of English-Language Learners

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by Marc Anderson, CEO talktocanada.com Let's face it. Some students learn a second language more quickly and easily than others. Some learners show more determination. Some work harder. Some are more persistent. But there are other factors that influence language learning. These all play a role in the speed and acquisition of the new language.

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Successful and Unsuccessful EnglishLearners: the use of learning strategies as anindicator of L2 (lack of) success

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Successful and Unsuccessful EnglishLearners: the use of learning strategies as anindicator of L2 (lack of) success

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Manzanera, M. (2015). Successful and Unsuccessful English Learners: The use of learning strategies as an indicator of L2 (lack of) success. Universitat Autonoma de Barcelona.