{"id":1151,"date":"2019-05-20T17:25:51","date_gmt":"2019-05-20T17:25:51","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/olemiss-education\/?post_type=chapter&p=1151"},"modified":"2019-05-20T17:26:44","modified_gmt":"2019-05-20T17:26:44","slug":"english-language-learners-ells","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/olemiss-education\/chapter\/english-language-learners-ells\/","title":{"raw":"English Language Learners (ELLs)","rendered":"English Language Learners (ELLs)"},"content":{"raw":"English-language learners<\/b>, or ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.\r\n
Educators use a number of terms when referring to English-language learners, including\u00a0English learners\u00a0<\/i>(or ELs),\u00a0limited English proficient<\/i>(LEP)\u00a0students<\/i>,\u00a0non-native English speakers<\/i>,\u00a0language-minority students<\/i>, and either\u00a0bilingual students\u00a0<\/i>or\u00a0emerging bilingual students<\/i>. The proliferation of terms, some of which may be used synonymously and some of which may not, can create confusion. For example, the term\u00a0English-language learner\u00a0<\/i>is often used interchangeably with\u00a0limited English proficient student<\/i>, but some school districts and states may define the terms differently for distinct classifications of students. Nonetheless, the federal government and many state governments have acknowledged that both terms refer to the same group of students\u2014those with limited proficiency in English. When investigating or reporting on English-language learners, it is important to determine precisely how the term, or a related term, is being defined in a specific educational context. In some cases, for example, the terms are used in a general sense, while in others they may be used in an official or technical sense to describe students with specific linguistic needs who receive specialized educational services.<\/blockquote>\r\nGenerally speaking, English-language learners do not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and\u00a0learning environments<\/a>\u00a0in which instruction is delivered largely or entirely in English. In most cases, students are identified as \u201cEnglish-language learners\u201d after they complete a formal\u00a0assessment<\/a>\u00a0of their English literacy, during which they are tested in reading, writing, speaking, and listening comprehension; if the assessment results indicate that the students will struggle in regular academic courses, they may be enrolled in either\u00a0dual-language courses<\/a>\u00a0or English as a second language (ESL) programs.\r\n\r\nEnglish-language learners may also be students who were formerly classified as limited English proficient, but who have since acquired English-language abilities that have allowed them to transition into regular academic courses taught in English. While assessment results may indicate that they have achieved a level of English literacy that allows them to participate and succeed in English-only learning environments, the students may still struggle with\u00a0academic language<\/a>. For this reason, the federal government requires schools and programs receiving federal funding for English-language-learner programs to monitor the academic progress of students and provide appropriate\u00a0academic support<\/a>\u00a0for up to two years after they transition into regular academic courses.\r\n

Reform<\/h3>\r\nEnglish-language learners are not only the fastest-growing segment of the school-age population in the United States, but they are also a tremendously diverse group representing numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds. While most English-language learners were born in the United States, their parents and grandparents are often immigrants who speak their native language at home. In addition, English-language learners may face a variety of challenges that could adversely affect their learning progress and academic achievement, such as poverty, familial transiency, or non-citizenship status, to name just a few. Some English-language learners are also recently arrived immigrants or refugees who may have experienced war, social turmoil, persecution, and significant periods of educational disruption. In some extreme cases, for example, adolescent-age students may have had little or no formal schooling, and they may suffer from medical or psychological conditions related to their experiences (the term\u00a0students with interrupted formal education<\/i>, or SIFE, is often used in reference to this subpopulation of English-language learners).\r\n\r\nOn average, English-language learners also tend, relative to their English-speaking peers, to underperform on\u00a0standardized tests<\/a>, drop out of school at significantly higher rates, and decline to pursue postsecondary education. In school, they may also be enrolled\u2014at significantly higher rates than their English-speaking peers\u2014in lower-level courses taught by underprepared or less-experienced teachers who may not have the specialized training and resources needed to teach English-language learners effectively.\r\n\r\nThe increase in the number of English-language learners in public schools, coupled with the significant educational challenges faced by this student population, has led to numerous changes in\u00a0curriculum<\/a>, instruction,\u00a0assessment<\/a>, and teacher preparation. For example, states and national organizations have developed standards to guide curriculum and instruction in English-as a second language programs, while customized teaching and learning materials for English-language learners are now routinely introduced into regular academic courses. In addition, assessments and standardized tests have also been adapted to more accurately measure the academic achievement of English-language learners, and the majority of states now use the same large-scale assessment\u2014the\u00a0World-Class Instructional Design and Assessment<\/a>\u00a0consortium\u2019s ACCESS assessment (Assessing Comprehension and Communication in English State-to-State)\u2014to identify English-language learners, place them into appropriate programs, and measure their academic progress and English acquisition. Teacher-preparation programs and certification requirements have also been modified to address relevant skills and training, and many states and national accrediting associations require formal training in the instruction of English-language learners. And in schools with significant populations of English-language learners, relevant experience, credentials, and training are often given priority during hiring and employment.\r\n\r\nWhile there are a wide variety of instructional models and academic-support strategies for English-language learners being used throughout the United States, the following represent the three dominant forms:\r\n