English-language learner
English-language learner (often abbreviated as ELL) is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals.[1] Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'.[2]
The models of instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature and technology into their learning programs. When teaching ELLs potential issues like assessment and teacher biases, expectations, and use of the language may also be present.
History[edit]
The term "English-language learner" was first used by Mark LaCelle-Peterson and Charlene Rivera in their 1994 study. He defined ELL students as students whose first language is not English, including both limited and higher levels of language proficiency. The term ELL emphasizes that students are mastering another language, something many monolingual students in American schools may never attempt outside of the limited proficiency gained from foreign language class requirements. In adopting the term, LaCelle-Peterson and Rivera gave analogies of other conventional educational terms. The authors believed that just as we refer to advanced teaching candidates as "student teachers" rather than "limited teaching proficient individuals," the term ELL underscores what students are learning instead of their limitations.[3]
Since 1872, an English-only instruction law had been in place in the United States. It was not until 1967, that the legislation was overturned by SB53, a policy signed for California public schools to allow other languages in instruction. A year later, after SB53 garnered support by the immigrant community, the Bilingual Education Act (Title VII) was passed. Nationally, public schools were then provided funding for programs that met the educational needs of ELL.[4]
Not long after the installment of Title VII, the "taxpayers revolt" came to fruition and California's Proposition 13 was drafted. It proposed funding cuts for large portions of California's public schools, backed by those who disapproved of immigrant progress. In opposition to this, cases like Castaneda v Pickard fought for educational equality and standards focused on developing ELL students, as well as an overall sound plan for school districts.[5] An additional setback occurred in California in 1998 when Proposition 227 passed, banning bilingual education yet again. To combat this, education advocates in the Bay Area began to open all-inclusive schools to promote the acceptance of ELL students.[6]
Of the 5 million ELL students in the 2019–2020 school year, 15.3% of these or 766,600 were identified with disabilities and qualified for special education services.[43] ELLs with disabilities follow the same path to receiving services for special education: academic struggle is observed by those working with the student, the student is referred to a team of professionals for intervention and/or assessment, if a disability is found they are then placed in special education programming for support.[18] Most ELL students with disabilities qualify under the specific learning disability or speech and language impairment categories.[21][44]
Researchers have found that there are disproportionate numbers of in ELL students identified as in need of special education.[19][21] There can be overrepresentation where ELL students are qualified into special education services due to underlying language issues but do not truly have a disability, or there can be underrepresentation when a disability exists but the ELL student is not qualified into special education because a disability is assumed to be a language development related issue.[21][45]Information from standardized tests, direct observation, and parent feedback are used to diagnose the root causes for language learning students who struggle with academics.[46] When classifying the disability or impairment, the intrinsic and extrinsic factors considered are:
Future[edit]
While there have been several advancements in both the rights and the strategies and support offered in the United States and Canada for English-language learning students, there is still much work to be done. Despite International students (who often make up the bulk of ELL students in higher education, in addition to immigrants) being sought out as sources of profit and their boosts of collegiate diversity statistics, there are not always additional funding and resources curated to support these students at their respective institutions. With efforts like former U.S. president Donald J. Trump's proposed deportation of international students as a result of the COVID-19 pandemic, and the ongoing debate whether to continue to support pathways to citizenship and achievement by the children of undocumented immigrants, such as DACA, there are still many hindrances to this group of students occurring today. Adoption of socially-just classroom pedagogies such as those proposed by Asao Inoue, and the re-examination of the privileges inherent in the existence of "Standard Academic English" are current steps towards a trajectory of inclusion and tolerance for these groups of students in both K–12 and higher education.[56]