Source: http://www2.ncte.org/statement/teacherseducatingell/
Timestamp: 2019-04-24 16:40:28+00:00

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This position paper is designed to address the knowledge and skills mainstream teachers need to have in order to develop effective curricula that engage English language learners, develop their academic skills, and help them negotiate their identities as bilingual learners. More specifically, this paper addresses the language and literacy needs of these learners as they participate and learn in English-medium classes. NCTE has made clear bilingual students’ right to maintain their native languages (see “On Affirming the CCCC ‘Students’ Right to Their Own Language’ “ 2003). Thus, this paper addresses ways teachers can help these students develop English as well as ways they can support their students’ bilingualism. In the United States bilingual learners, more commonly referred to as English language learners, are defined as students who know a language other than English and are learning English. Students’ abilities range from being non-English speakers to being fully proficient. The recommendations in this paper apply to all of them.
The National Clearinghouse for English Language Acquisition (NCELA) reported that in 2003-04 there were over five million English language learners (ELLs) in schools in the United States (NCELA, 2004). In the last ten years the ELL population has grown 65%, and the diversity of those students continues to challenge teachers and schools. Although 82% of ELLs in the United States are native Spanish speakers, Hopstock and Stephenson (2003) found that school districts identified over 350 different first languages for their second language learners.
The best way to educate bilingual learners has been at the center of much controversy. Research points to the advantage of quality bilingual programs (Greene, 1997; Ramirez, 1992; Rolstad, Mahoney, & Glass, 2005; Thomas & Collier, 2002; Willig, 1985) and the benefits of ESL instruction when language is taught through content (Freeman, Y. S., & Freeman, D. E., 1998; Marcia, 2000).
For a variety of reasons, however, the majority of ELLs find themselves in mainstream classrooms taught by teachers with little or no formal professional development in teaching such students (Barron & Menken, 2002; Kindler, 2002). Although improving the education of ELLs has been proposed as a pressing national educational priority (Waxman & Téllez, 2002), many teachers are not adequately prepared to work with a linguistically diverse student population (American Federation of Teachers, 2004; Fillmore & Snow, 2002; Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003; Menken & Antunez, 2001; Nieto, 2003).
Teachers working to better meet the needs of linguistically diverse students need support. NCTE encourages English teachers to collaborate and work closely with ESL and bilingual teaching professionals, who can offer classroom support, instructional advice, and general insights into second language acquisition. School administrators should support and encourage teachers to attend workshops and professional conferences that regularly offer sessions on bilingual learners, particularly in the areas of reading and writing. Schools should also consider seeking professional development for their teachers from neighboring colleges.
In turn, colleges and universities providing teacher education should offer all preservice teachers, as well as teachers pursuing advanced degree work, preparation in teaching linguistically diverse learners in their future classrooms. Coursework should be offered on second language writing and reading, and on second language acquisition, as well as on culture, and should be encouraged for all teachers.
Immigrant students and the children of immigrants in the United States come from many cultural backgrounds. The background knowledge English learners bring to school greatly affects their performance. For this reason, teachers of English language learners should be sure to build background for content lessons rather than assuming that bilingual students come with the same background knowledge as mainstream students.
This section specifically addresses teaching language, reading, and writing, as well as the specific kinds of academic literacy that are often a part of most English and language arts curricula. Although English language arts teachers have literacy as the focus of their teaching, many of these suggestions are useful for teachers working in the content areas as well. To acquire academic content through English, English language learners need to learn English. The academic language that students need in the different content areas differs, and students need scaffolding to help them to learn both the English language and the necessary content. For English language learners, teachers need to consider content objectives as well as English language development objectives.
Bilinguals need three types of knowledge to become literate in a second language. They need to know the second language; they need to know literacy; and they need world knowledge (Bernhardt, 1991). The sections below list key ideas for helping English language learners develop academic English proficiency. More detailed information on the topics covered in this section can be obtained from the topical bibliography compiled as part of this project.
To teach bilingual learners, teachers must get to know their learners.
Knowledge of the students is key to good teaching. Because teachers relate to students both as learners and as children or adolescents, teachers must establish how they will address these two types of relationships, what they need to know about their students, and how they will acquire this knowledge. The teacher-learner relationship implies involvement between teachers and students around subject matter and language and literacy proficiency in both languages. Adult-child relationships are more personal and should include the family. Focusing on both types of relationships bridges the gap between school and the world outside it, a gap that is especially important for many bilingual students whose world differs greatly from school.
Teaching the specific features of language students need to communicate in social as well as academic contexts.
Bilingual students also need to learn to read and write effectively in order to succeed in school.
Recognizing that first and second language growth increases with abundant reading and writing.
Recognizing that experiences in writing can be used to clarify understanding of reading.
Writing well in English is often the most difficult skill for English language learners to master. Many English language learners are still acquiring vocabulary and syntactic competence in their writing. Students may show varying degrees of acquisition, and not all second language writers will have the same difficulties or challenges. Teachers should be aware that English language learners may not be familiar with terminology and routines often associated with writing instruction in the United States, including writing process, drafting, revision, editing, workshop, conference, audience, purpose, or genre. Furthermore, certain elements of discourse, particularly in terms of audience and persuasion, may differ across cultural contexts. The same is true for textual borrowing and plagiarism. The CCCC Statement on Second Language Writing and Writers is a useful resource for all teachers of writing to examine.
Not assuming that every learner understands how to cite sources or what plagiarism is. Teachers should consider talking openly about citation and plagiarism in class, exploring the cultural values that are implicit in the rules of plagiarism and textual borrowing, and noting that not all cultures ascribe to the same rules and guidelines. Students should be provided with strategies for avoiding plagiarism.
Students get both language and content.Research has shown that students can learn English and subject matter content material at the same time. Students don’t need to delay the study of science or literature until they reach high levels of English. Instead, they can learn both simultaneously. Given the time limitations older students face, it is crucial that classes provide them with both academic content-area knowledge and academic English.
Language is kept in its natural context.When teachers teach science in English, students learn science terms as they study biology or chemistry. The vocabulary occurs naturally as students read and discuss science texts.
Students have reasons to use language for real purposes.The primary purpose of school is to help students develop the knowledge of different academic disciplines. When academic content is presented in English, students focus on the main purpose of schooling: learning science, math, social studies, or literature. In the process, they also learn English.
Choose a variety of texts around a theme.
Choose texts at different levels of difficulty.
Choose reading and writing materials that represent the cultures of the students in the class.
Materials should include both literature and informational texts.
Materials should include culturally relevant texts.
Authentic materials should be written to inform or entertain, not to teach a grammar point or a letter-sound correspondence.
The language of the text should be natural.
If translated, the translation should be good language.
Materials should include predictable text for emergent readers.
Materials should include texts with nonlinguistic cues that support comprehension (For a more comprehensive checklist, see Freeman, Y., & Freeman, D., 2002, 2004).
Late-arrival immigrant and refugee students with low literacy skills have been found to benefit from Newcomer programs or Welcome Centers designed for 1-3 semesters of high school (Boyson & Short, 2003; Schnur, 1999; Short, 2002). The focus is to help students acquire beginning English skills and guide students’ acculturation to the U.S. school system before enrollment in regular ESL language support programs or content-area classrooms. The integration of such programs in high school English departments should be encouraged.
As the number of bilingual learners in mainstream classes increases, it becomes even more important for mainstream teachers to use effective practices to engage these students so that they can acquire the academic English and the content-area knowledge they need for school success. The guidelines offered here are designed as initial suggestions for teachers to follow. However, we recognize that all teachers need much more. Teachers need continued support and professional development to enable all their students, including their bilingual students, to succeed.
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Comprehensive K-12 teacher resources for ESL/ELL.
Practical resources for linguistically and culturally diverse classrooms.
Includes, among others, sections on Bilingual Education & ESL, Language & Culture, and Technology.
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Online Directory of ESL Resources – A searchable database of the most useful ESL resources, primarily for teachers and students, from the National Clearinghouse for Bilingual Education and the ERIC Clearinghouse on Languages and Linguistics. Look especially in the pre-formed search for megasites.
English Second Language (AskERIC) – Annotated list of resources, including lesson plans, internet sites, listservs, and organizations.
English Language Learner (ELL) Standards.
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