2019

The Social and Cultural

Contexts of Teaching
English Language
Learners
WHO ARE ELLS? SOCIOCULTURAL INFLUENCES

AN ENGLISH LANGUAGE LEARNER IS A Since ELLs come from a multitude of different

STUDENT WHO IS IN THE PROCESS OF backgrounds, they will all have different
ATTAINING PROFICIENCY IN ENGLISH AS influences that affect their education. In order
to understand the different perspectives and
A NEW, ADDITIONAL LANGUAGE
experiences that ELLs are bringing into the
(WRIGHT).
classroom it’s important to get to know them
beyond a surface level. In order to find out
more about student backgrounds, you can ask:
DIVERSITY OF ELLS the students, the families, colleagues, and/or
the community (Colorín Colorado). This may
These students range in the home and/or first involve looking for additional resources or
languages they have and they are a diverse methods that will help you integrate effective
group of students who come from a multitude ways of teaching into your strategies.
of different backgrounds. Some students may
come from upper middle class homes, while MISCONCEPTIONS
others are from lower class homes. Some
students may be from families whose parents One common misconception that seems to be
throughout education is that if a student is labeled
are migrant workers, so they are moving when
as an ELL, then their home language is Spanish and
parents find work. Some students may be from they are learning English as their second language.
war torn countries or from communities where However, an ELL is a student who has any
gangs and other violent events are rampaging language, other than English, as their native
across their neighborhoods. ELL students are language. This means that the child could be
not all the same, just like students who have speaking Korean, Mandarin, French, etc. and that
English as their first language are not all the they are not always a Spanish-speaking student.
same. Students who are learning English as a Another misconception is that if students use their
second language are likely to include: home language in the classroom, the acquisition of
newcomers, long-term ELLs, refugee students, the second language will be slowed. Other
unaccompanied minors, migrant worker misconceptions that may be present are usually
students, international students, and students related back to misconceptions about the culture,
such as the support from home or if the child will be
with an interrupted formal education (Colorín
hardworking or not. Often times, there is a lot of
Colorado). support at home for the student but it is presented
differently than what we are used to seeing
regularly.
 2019

Language and Teaching

English Language Role of Teachers in Language Learning:
1. Communicator
Learners 2. Educator
3. Evaluator
4. Educated Human Being
WHAT IS LANGUAGE? 5. Agent of Socialization
Language is at the heart of teaching and
learning and our classrooms serve as
language environments. APPROACHES TO TEACHING
In our schools, there are two approaches that
Language is the use of sounds, signs, and/or
written symbols in a human society for we could take towards teaching our English
communication and self-expression. In order Language Learners. One approach would be to
to provide effective language and content use language-as-a-resource and the other
instruction for English Language Learners , approach would be to use language-as-a-
there has to be a basic understanding of problem. In our classrooms, in order to
language and how it is learned. effectively teach ELLs and help them succeed,
we need to be taking the language-as-a-
LANGUAGE ACQUISITION resource approach. This helps us teach our
According to Stephen Krashen, language students in ways that use their home language
acquisition is more effective than learning as a rich resource to help ELLs learn English and
language and acquring langauge occurs academic content. We use what they know
subconciously. This idea goes against what is form their home language and integrate that
usually seen in classrooms, where students are into their English learning. By using the
actively learning language in a structured way. language-as-a-resource approach, teachers can
However, we know that students have truly also facilitate the teaching for transfer strategy.
acquired language when they can Through this strategy, teachers can enable
communicate and understand a message in students to use what they know from their first
their learned langauge. language into learning their second language.
In order for language acquistion to occur
effectively, there are different cognitive FEATURES OF LANGUAGE
approaches that need to be considered, Syntax and semantics are two features of
including the hypothesises proposed by language that will challenge ELLs in the
Krashen. Two important concepts to take into classroom. Syntax refers to the rules that
account are comprehensible input and the manage the way words are combined to form
affective filter. Comprehensible input is when sentences. Syntax varies greatly across
we understand what we hear or read, and this languages, so ELL students may have
understanding shows that language acquisiton challenges with the syntax of the English
has occurred. The affective filter controls how language. Semantics refers to the meaning of
much comprehensible input gets to the learner. words and phrases, and teachers can use
semantics to create lessons so that students are
learning semantically related words. Teachers
may also find that ELLs are struggling because
semantic features may also vary across
langauges.
 Policy and Legal
Contexts of Teaching
English as a Second
Language

EVERY STUDENT SUCCEEDS ACT

SUPREME COURT RULINGS
ESSA – Every Student Succeeds Act
Meyer v. Nebraska (1923)
Passed by the Obama administration at the  Stated that laws restricting foreign-
end of 2015. language education violated the 14th
amendment
One major change is the requirement that
the ELL subgroup may include ELLs for up Farrington v. Tokushige (1927)
to 4 years instead of only 2 years.  Another ruling that established that
prohibiting the education of foreign
In ESSA, the adequate yearly progress language violated the 14th
system was removed. This has created an amendment
increase in flexibility for accountability.
States now have the opportunity to create Lau v. Nichols (1974)
their own accountability system. When  Ruled that “sink or swim” instruction
creating the system, one factor that has to for ELLs was in violation of student’s
be considered is the student’s English civil rights
language proficiency.  Made it so that school districts are
required to take necessary action to
Under ESSA, ELLs must be included in provide students the means to
academic assessments. ELL students who overcome the barrier of not speaking
have been attending US schools for less English as a first language
than 3 years may be assessed in a language
other than English. Castaneda v. Pickard (1981)
 Established a 3 part assessment for
English Language Proficiency has been determining how bilingual education
moved from Title III to Title I, which raises programs would be held responsible
the importance in school accountability for meeting the requirements of the
plans. Equal Education Opportunities Act
 2019

Strategies,
Misconceptions, and
Resources
TEACHING STRATEGIES 3. A third misconception is that language
1. Previewing the text learning will continue without support.
-Go through the text with students before they However, in order to continue aquiring
read it so that they can see what it will be about language, all students need to have continued
and the teacher can point out important acquisition support, even after leaving an
features or words English classroom

2. Using graphic organizers RESOURCES

-Provide graphic organizers to students, such as 1. COLORIN COLORADO
a story map or writing outline, to help them http://colorincolorado.org/
This resource is a great all around website that
organize their ideas about what they’re reading
gives strategies and activities that are beneficial
or writing
for ELLs, along with instructional videos. It also
has information on how to make schools the best
3. Word Walls they can be in ELL instruction and resources that
-Have a place in the room where high frequency can be used to help families as well.
words and new content specific words can go
for students to refer to throughout the school 2. TESOL BLOG AND WEBSITE
year https://www.tesol.org/
This resource gives ELL teachers and classroom
4. Using Word Study Books teachers a place to find upcoming events and
-Students can make their own books that has professional development. It also provides
frequently used words and concepts, which can be journals and research, along with a blog. These
organized by the different English language resources give insight for teachers who are trying
structures to keep up to date with the best practices.

OTHER MISCONCEPTIONS 3. ESLibrary

https://esllibrary.com/
1. One misconception is that it takes a specific
This resource has thousands of lessons and
time to aquire language. However, it really
supplements that teachers can have access to,
depends on the amount of exposure that however it does require a paid subscription,
students get to academic language, along with ranging from monthly to yearly subscriptions.
the amount of practice and instruction students Online group activities, recording tools for
are getting with academic language. assessment, and online homework are also
included in the subscription.
2. Another misconception is that academic
language is easily assessed. However, academic
language is not defined well for assessment
purposes, which means assessments may not
be correctly evaluating our ELLS.