Key Issues in Language Learning
Key Issues in Language Learning
Key Issues in Language Learning
Shaking her head and looking troubled, Despite this ongoing change in the characteristics
Sarah Johnston walks into the teachers of our student population, most content teachers
lounge. “I just don’t know what to do with have had little or no preparation for working with
my three kids from Mexico,” she explains ELLs. Only 12.5% of teachers report having received
to her fellow teachers. “I really want to eight or more hours of training on teaching ELLs
help them, but they still don’t know (Gruber, Wiley, Broughman, Strizek, & Burian-
enough English to really get anything out Fitzgerald, 2002). Consequently, many content
of our class activities. And forget giving teachers want to know what they can do to help
them a test. They can’t even read the their ELLs succeed academically.
directions! I have to do something, so I give
them simple worksheets and hope it helps The Search for Information on Working
them learn a few things. I know I should with English Language Learners
be doing more, but what? They never On the positive side, there are a growing number of
taught me how to work with these kids in professional texts, articles, and online resources for
my teacher ed courses. Where do I start?”
Sarah Johnston’s dilemma is playing out in many
teachers lounges and classrooms across the country
as the composition of our school population contin-
ues to change. Over the past 10 years, the number of
English language learners (ELLs) in the nation’s
schools has increased by 95% (National Clearinghouse
for English Language Acquisition, 2004a). The latest
statistics show that there are currently 4.7 million
students who are in the process of learning English
as a second language while learning academic
content (NCELA, 2004a). Many content teachers2
now have ELLs in their classrooms, because ELLs
PHOTO BY DOUG MARTIN
Karen A. Carrier is an assistant professor of literacy education at Northern Illinois University, DeKalb. E-mail: [email protected]
Conclusion Notes
1
“English language learners” (ELLs) is used instead of
As the population of students who are second
“limited English proficient” (LEP) to refer to students
language learners of English increases in our
who are in the process of learning English as a
classrooms, content teachers need to find a starting
second language so that the focus is on the
point for understanding the needs of ELLs in their
development of these students’ language and
classrooms. The three key issues for working with
academic abilities, rather than assuming they are
ELLs (time to learn a second language, the two jobs
limited in their abilities.
of ELLs, and multiple modes of input and output)
can provide that starting point and provide direction 2
“Content teacher” refers to those teachers whose
for teachers. Understanding these issues can assist in primary population of students are native English
the search for more information on effective speakers, and who teach their subjects through the
practices for teaching ELLs in content classrooms. medium of the English language. “ESL teacher”
Such understanding also encourages teachers to refers to teachers who teach English to students
examine and integrate their current knowledge and whose native language is not English.
practice into designing effective instruction for ELLs.
Figure 1 References
Resources for Teaching English Language Learners Adger, C. T., Snow, C. E., & Christian, D. (Eds.). (2002).
What teachers need to know about language. McHenry, IL:
Information about the process of acquiring a second language is available Delta Systems & Center for Applied Linguistics.
in What teachers need to know about language (Adger, Snow & Christian, Burkart, G., & Sheppard, K. (2004). A descriptive study
2002) and in Meeting the needs of second language learners: An of content-ESL practices, Vol. III: Training packet
educator’s guide (Lessow-Hurley, 2003). Law and Eckes (2000) offer
The more-than-just-surviving handbook: ESL for every classroom Material. Retrieved January 26, 2004, from
teacher, a thorough and practical guide for creating a supportive learning http://www.ncela.gwu.edu/pubs/cal/contentesl/
environment for ELLs. index.htm
Teemant, Bernhardt, and Rodriguez-Munoz (1997) offer advice on Chamot, A. U., & O’Malley, J. M. (1994). The CALLA
collaboration between ESL and content teachers, as do Chamot and handbook: Implementing the cognitive academic language
O’Malley (1994). Chamot and O’Malley also provide helpful guidelines learning approach. Reading, MA: Addison-Wesley.
and checklists that teachers can use to determine key concepts, Collier, V. P. (1999). Acquiring a second language for
vocabulary, and sentence structures that can help ESL and content
teachers coordinate their instruction.
school. In I. A. Heath & C. J. Serrano (Eds.), Annual
editions: Teaching English as a second language
Information on how to make the language of math, science, and other (pp. 16-21). Guilford, CT: Dushkin/McGraw-Hill.
content areas more comprehensible can be found in both The CALLA
handbook: Implementing the cognitive academic language learning
Cummins, J. (2001). The entry and exit fallacy in
approach (Chamot & O’Malley, 1994) and Making content comprehensible bilingual education. In C. Baker & N. H. Hornberger
for English language learners: The SIOP model (Echevarria, Vogt & (Eds.), An introductory reader to the writings of Jim
Short, 2004). These books help both ESL and content teachers alike with Cummins (pp. 110-138). Clevedon, UK: Multilingual
lesson planning, preparation, and instructional delivery. The CALLA Matters Ltd.
handbook also includes guidelines on how to select and focus on major
concepts from the curriculum, to help ELLs balance the demands of their Echevarria, J., Vogt, M., & Short, D. J. (2004). Making
two jobs of language and content learning. content comprehensible for English language learners: The
SIOP model (2nd ed.). Boston: Allyn & Bacon.
Herrell and Jordan (2004) provide excellent strategy tips for teachers
in Fifty strategies for teaching English language learners and O’Malley Gruber, K. J., Wiley, S. D., Broughman, S. P., Strizek,
and Valdez Pierce (1996) provide sound advice for assessing ELLs G. A., & Burian-Fitzgerald, M. (2002). Schools and
in Authentic assessment for English language learners: Practical staffing survey, 1999-2000: Overview of the data for
approaches for teachers. public, private, public charter, and Bureau of Indian Affairs
The National Clearinghouse for English Language Acquisition (2004b, elementary and secondary schools. Retrieved June 22,
2004c), at www.ncela.gwu.edu, is an online resource for every teacher. 2003, from http://nces.ed.gov/pubs2002/21002313.pdf
Their publication, In the classroom: A toolkit for effective instruction of Herrell, A. L., & Jordan, M. (2004). Fifty strategies for
English learners, illustrates different strategies teachers can use to make
content comprehensible for ELLs. Searches of the Web site’s online
teaching English language learners (2nd ed.).
library will yield articles on working with ELLs in different content areas Upper Saddle River, NJ: Merrill.
(e.g., Short, 1993, 1998) and the most recent research on working with Law, B., & Eckes, M. (2000). The more-than-just-surviving
ELLs. Information on selecting and adapting materials, techniques, and handbook: ESL for every classroom teacher (2nd ed.).
lesson planning is available as well (Burkart & Sheppard, 2004). Winnepeg, Canada: Portage & Main/Peguis Publishers.
Readers Respond
Small, Private K-8 Schools Need To Be Included in the Conversation
Dear Editor:
I have just finished reading your entire September issue of Middle School Journal, which focuses on the question
of reconfiguring middle schools to smaller K-8 schools. There seem to be many questions about whether such a
system will work. Yet, in the entire issue I found no reference to either Lutheran or Catholic schools that have
been doing this since before the formation of our nation (the oldest existing Lutheran school, located in NYC,
was established in the 1740s or 1750s). It just makes an incredible amount of sense to me that the public school
system would want to take a look at how K-8 is being (successfully) done before jumping into it. Certainly, if I
wanted to convert my home to solar energy and knew that my neighbor had done so, I would want to talk
extensively to that neighbor.
I do so wish that parochial education in the United States would be recognized by public educators for what
we are—schools that, by and large, provide quality education within the framework of our system of religious
beliefs. We do not exist to be in opposition to public schools but to stand apart because of who we are.
That, primarily, is my thought on this subject. If this is, indeed, a question that is seriously to be looked into,
then why not be as informed as possible?
After all, it’s the children who matter the most in this —or any—question. Shouldn’t everything possible be
looked at for their good?
Nancy Osbun
Unity Lutheran School
Fort Wayne, IN