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Also known as ELL, this is a term to identify or refer to individuals who have limited proficiency in the English language. This includes everyone of every age, and background.

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The U.S. is a nation with multiple languages. Many immigrants and refugees have come to the U.S., leading to programs being created to help children who are English language learners.

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Many portray English Language Learners as a new and homogenous population; but in reality, ELLs are heterogenous and complex. Many ELLs come from all different types of backgrounds, and all have different needs. Some ELLs come from no English homes, some in only English homes, others in two languages, and others having been exposed to or use multiple languages. "One thing is certain: there is no one profile for an ELL student, nor is one single response adequate to meet their educational goals and needs. ELL students are a diverse group that offers challenges and opportunities to U.S. education and to English language arts teachers in particular" (ellresearchbrief.pdf (ncte.org)). ELLs don't particularly learn the same way, as they all have different needs.

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There are two categories of language acquisition:

• First-language acquisition
Universal process regardless of home language.

• Second-language acquisition
Assumes knowledge in a first language and encompasses the process an individual goes through as she, he, or they learns the elements of a new language, such as vocabulary, writing systems, etc.

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The Six Stages of Second-Language Acquisition

1. Pre-production - students takes in a new language but does not speak it.
2. Early production - individual begins speaking using short words and sentences; many errors.
3. Speech emergent - speech becomes more frequent but individual still relies on context clues and familiar topics.
4. Beginning fluency - speech is becoming more fluent in social situation with less errors.
5. Intermediate fluency - communication is fluent but there will be gaps in vocabulary knowledge and some unknown expressions.
6. Advanced fluency - individual communicates fluently in all contexts; may still have an accent and use idiomatic expressions incorrectly at times.

Language Acquisition: An Overview | Colorín Colorado (colorincolorado.org)

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Some common myths about ELL students are:
Many ELLs have disabilities which is why they are often over-represented in special education.

Children learn a second language easily and quickly. There are many socio-cultural factors that can affect language learning. Many students face different challenges that can interfere with learning English.

When an ELL student speaks English fluently means they have mastered it. Having good oral english language uses different rhetoric, structure, and vocabulary compared to the academic structure that has different structures.

Providing accommodations for ELL students only benefits those students. And teaching ELLs means only focusing on vocabulary.

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ELLs come from all different backgrounds and from different parts of the world. Many are immigrants, refugees, or were raised in a not English-speaking home. According to (Our Nation's English Learners (ed.gov)), "more than 75 percent of ELs in 2014–15 were Hispanic or Latino, but made up just 25 percent of all students. Asians also comprised a larger percentage of ELs than all students; about 5 percent of all students were Asian, but Asians accounted for 11 percent of ELs. White students made up the third-largest share of ELs at 6 percent". In 2014-2015, there were 4,800,000 English Language Learners enrolled in school and is continuing to grow.

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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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Any program for ELLs must do two important things which is teach English and teach academic content. Schools provide instruction in English for ELLs as they are not yet proficient in English. Other classes such as math, science, social studies, etc., are taught in English which is why it's crucial for English to be taught as it is needed for those students to succeed.

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There should be better policies and procedures to help ELLs grow and learn proficiently. Such as getting rid of explicit expectations for ELLs, avoid testing in English specifically, recognize that all ELLs are different and have different needs, use the ethical principles of testing, and use multiple assessments for varying purposes to adequately assess ELL students. For schools, it should provide research-based professional development for teachers of ELLs as less than 13 percent of teachers have received professional development on teaching ELLs.

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Recommendations for Effective ELL Instruction 

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Recommendations for Effective ELL Instruction 

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There are many ways for effective ELL instruction that will help teachers succeed in helping and teaching students. Research-based recommendations include: presenting ELLs with challenging curricular content, setting high expectations, using technology effectively, recognizing socio-cultural factors, help ELLs see their native languages and family cultures as resources that contribute to education, etc.

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ELLs have many layers and faces, such as multiple terms and statistics. Some statics of ELLs are: ELLs are the fastest growing segment of the student population. ELLs do not fit very easily into simple categories; they comprise a very diverse group. ELL students are increasingly present in all U.S. states. And ELLs sometimes struggle academically.

Terms that are used to describe ELLs sometimes change overtime or get blurred in together. There are a few terms to describe different ELLs like ELL, ESL, LEP, EFL, and 1.5 Generation Students. ELL (English Language Learner) are active learners of the English language who benefit from various types of language support programs. ESL (English as a Second Language) is a term formerly used to designate ELL students (increasingly refers to a program of instruction designed to support ELL). LEP (Limited English Proficiency) is a term employed by the U.S. Department of Education to refer to ELLs who lack sufficient mastery of English to meets states standards. EFL (English as a Foreign Language) are non-native-English-speaking students who are learning English is a country where English is not the primary language. And 1.5 Generation Students are graduates of U.S. high schools who enter college while still learning English. (ellresearchbrief.pdf (ncte.org))

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On Tonya Singer's webinar, EL Excellence Every Day, she discusses six essentials for EL excellence for teaching. The six essentials she mentions are expect excellence, value EL assets, and engage, observe, reflect, and support. The four verbs (engage, observe, reflext, support) are for every teacher to be asking themselves questions that relate every day for planning.

EL Excellence Every Day: 6 Essentials to Raise EL Achievement | Corwin

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ellresearchbrief.pdf (ncte.org)
Arizona English Language Learner Program (azauditor.gov)
Language Acquisition: An Overview | Colorín Colorado (colorincolorado.org)
Our Nation's English Learners (ed.gov)
Landmark Court Rulings Regarding English Language Learners | Colorín Colorado (colorincolorado.org)
EL Excellence Every Day: 6 Essentials to Raise EL Achievement | Corwin