Diverse+Learners+09

-One of the best ways to teach ELL students is done through the teaching of vocabulary. As new words are taught to the class, connections can be made between the Spanish forms of words and the English forms of words because all have Latin roots and many root words carry similar meanings or connotations, e.g. crown and corona. This allows ELL students to see that their language contributes to the English language and makes it possible for them to see relations between English and Spanish. Alleen and Don Nilsen write that it is better to do this mostly through speaking because then students can work in groups and bounce ideas off of each other and they have the students illustrate the words that they come up with that share roots and meanings because it encourages understanding. They also use a few worksheets, but they make the worksheets straightforward and aren't out to test students. It is merely to reinforce the ideas that they were speaking about in writing. --From "Working Under Lucky Stars: Language Lessons for Multilingual Classrooms" by Alleen and Don Nilsen~Amanda Aird Connect the native language of the student and the homelife of the student to activites in the classroom(NCTE 5) Avoid testing ELLs in English exclusively, and use multiple forms of assessments. Research has proven that providing English Language Learners with challenging curriculum and having high expectations for them helps ELL students learn English more effectively. In addition, technology can be an important tool when teaching ELL learners. Technology can help them grow in reading and writing skills and collaborate with others through websites and blogs. ELL students also benefit from having a teacher who possesses an awareness of the many varied backgrounds present in their classroom. ELLs also benefit from learning "basic academic literacy" in grades K-8 ("English Language Learners," A NCTE Policy Research Brief).--L. Baker
 * What are some methods for teaching English to English Language Learners (ELLs)?**
 * What makes for effective ELL instruction?**

In order to ensure that ELL instruction is effective lessons must "be organized around 'big questions', involve authentic reading and writing experiences and provide textual choices as well as meaningful conent for students" (4). ELLs will not benefit from simple texts with unconnected ideas. "Authentic reading" means that students will engage texts with overarching ideas that will add to their knowledge of the world and this knowledge must be relevant. ("Englsih Language Learners, "A NCTE Policy Research Brief") --Stephany

- ELLs are often placed into Special Education classes under the false belief that they have a learning disability, when in fact the issue is lingual. For this reason, ELLs are overrepresented in Special Education programs. - It is commonly believe that children can learn a second language easily. This is true only so far as the fact that their brains are still developing and can more easily absorb new information. However, other factors account for the conditions under which a child is expected to acquire a second language. Social and cultural factors may contribute to a child's difficulty with a new language. - Simply because a child speaks English well does not indicate that they are fluent in the language. Native English speakers practice the language in school all twelve years, and many still require specific instruction in higher education. Students require additional instruction to build success with academic language. - It is erroneous to assume that all students will learn English in the same way. Each student has a learning style as individual as they are, and language acquisition is no different. ELL instruction should account for variation in learning styles. - Some states have mandated English only instruction in their schools. This choice may have been motivated by a belief that ELL instruction would disrupt or distract from content instruction. Quite the opposite has been found to be true. ELL accommodations also often benefit students with non-language related learning deficits - something all teachers should strive to do in the classrooms. - Since language involves so much more than simply the words themselves, it is important that ELL instruction not focus solely on vocabulary. Students should receive support in the structure and forms of academic language as well in order to succeed in the classroom. ("English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English") --Anna
 * What are common myths about ELLs that create problems for effective instruction?**

ELLs could get lost in the regular classroom, and feel that the teacher does not understand or seek to understand their cultural identity. Also, students who are pressed into speaking English too quickly may develop the idea that knowing two languages is not valuable. By "recognizing and validating multiple cultural identities in the classroom community and developing positive student--teacher relationships," students will gain a greater sense of self-worth and have improved academic performance ("Preserving the Cultural Identity of the English Language Learner," Karen Sumaryono and Floris Wilma Ortiz). --L. Baker Since ELLs are a highly diverse group- they have many different educational needs so mainstreaming ELLs too quickly could mean that students could get lost in the cracks- as teachers might not fully understand a students needs or how to work with them.
 * What is the danger in mainstreaming ELLs too quickly?**

It is not necessary for ELL students, in acquiring English, to dispose of their native culture. As educators, we must help those students in their endeavor to learn a new language while at the same time providing support for the cultivation of their original culture as part of their identity. There are many ways that teachers can do this in the classroom. During classroom activities, the teacher can provide non-threatening situations through which ELL students can participate with their native English speaking peers while focusing on content and interaction rather than language. The teacher can also incorporate words from ELL students' native languages as a way of encouraging a sense of pride in a student's native culture and developing the understanding that there is nothing shameful about speaking a language other than English or being of a non-English speaking culture. Including aspects of others' cultures in classroom instruction is a simple yet effective way of creating a sense of acceptance and celebrating diversity. ("Preserving the Cultural Identity of the English Language Learner" by Karen Sumaryono and Floris Wilma Ortiz) --Anna Tammy A. Schwartz returns to her urban Appalachian community and studys a group of girls within the context of their communities. These girls are native English speakers, but in order to help them embrace their Appalachian culture Schwartz encourages the group of girls to interview women in their community, asking them questions about writing, and takes them for a walk around their town to study other forms of writing, like graffiti. The girls reflect on how their community is a reflection of themselves. Schwartz asks "teachers, principals, and the districts" to "create learning spaces so that diversity is priveledged over uniformity" (21). Embracing diversity and cultural indentities is important for English speakers, as well as English Language Learners. ("Writing and Neighborhood Voices: 'It depends on where you grew up at'" by Tammy A. Schwartz) --Stephany
 * How can we help ELLs retain their cultural identities?**