Teaching Language Arts to English Language Learners: An Introduction

Summary

This video addresses the growing need for educators to understand how to teach students from diverse linguistic backgrounds. It emphasizes the importance of using inclusive and person-first language when referring to English language learners (ELLs). The video highlights the difference between teaching native English speakers and non-native speakers, with a focus on the strategies and best practices for supporting ELLs in various subjects, especially language arts. The challenges ELLs face in acquiring both basic interpersonal and academic language are discussed, alongside strategies for integrating these learners into mainstream education.

Takeaways

• 😀 Teachers in the U.S. need to be prepared to teach English Language Learners (ELLs), regardless of their grade level, from K-12 to college.
• 😀 The number of international students and immigrants in the U.S. is growing, with over 50 million immigrants and their children currently living in the country.
• 😀 It’s essential to refer to students who are learning English as 'English Language Learners' (ELLs) rather than the outdated term 'Limited English Proficient' (LEP), which carries negative connotations.
• 😀 The main objective of teaching English Language Arts (ELA) is to enhance the language skills of native speakers, whereas ESL teaching focuses on helping non-native speakers achieve a basic command of English.
• 😀 ESL teachers also need to teach language functions, cultural differences, and the rules of communication that vary across different cultures.
• 😀 Teachers of ELLs must receive specialized training in areas like language structure, second language acquisition, and cultural context, based on standards like those set by TESOL (Teachers of English to Speakers of Other Languages).
• 😀 The ELL student population often includes a mix of legal and illegal immigrants, with 78% of these students speaking a language other than English at home.
• 😀 Jim Cummins' Iceberg Theory explains the difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency), with CALP taking much longer to develop.
• 😀 ESL students are typically introduced to content areas like science first, as the language demands are less complex, followed by math and social studies before language arts, which has the highest language demands.
• 😀 Language arts presents unique challenges for ELLs due to the use of literary devices, symbolism, and cultural references that may not be familiar, making vocabulary comprehension more difficult for these students.

Q & A

Why is it important for classroom teachers in the United States to understand how to teach students from other countries?

It is important because the number of international students and students from immigrant households in U.S. schools is increasing. Teachers need to be equipped to support students who may not be proficient in English, ensuring their success in the classroom.

What is the difference between the terms 'Limited English Proficient' (LEP) and 'English Language Learner' (ELL)?

'Limited English Proficient' (LEP) focuses on what students cannot do, which is not person-first language. 'English Language Learner' (ELL), on the other hand, emphasizes what the student is doing, focusing on their progress in learning English.

How does the role of a teacher in Language Arts differ from that of a teacher in English as a Second Language (ESL)?

Language Arts teachers help native English speakers refine their knowledge and skills in English, while ESL teachers aim to provide non-native speakers with a basic working command of English, focusing on language functions, culture, and communication rules.

What are the major components of teacher preparation for ESL as outlined by TEL Inc. and the NCA?

Teacher preparation for ESL includes academic specialization in language systems, pedagogy in second language teaching, cultural awareness, language assessment, and practical experience in language learning and teaching.

What is the significance of Jim Cummins' Iceberg Theory in second language acquisition?

The Iceberg Theory differentiates between Basic Interpersonal Communicative Skills (BICS), which are used in informal settings, and Cognitive Academic Language Proficiency (CALP), which is required for academic success. BICS can be acquired in about two years, but CALP takes five to ten years.

Why do some researchers suggest that ESL students should enter mainstream science classes first?

Science classes are often more supportive of language development due to their hands-on and discovery-based approaches. These activities provide contextual support that helps ESL students understand and use academic language more effectively.

Why is Math considered easier for ESL students to enter before Social Studies or Language Arts?

Math has a more specific and less language-dependent vocabulary, especially in solving word problems. This makes it comparatively easier for ESL students to manage compared to subjects with more complex language demands like Social Studies or Language Arts.

What makes Language Arts particularly challenging for ESL students?

Language Arts is challenging due to the variety of language functions it requires, such as describing, narrating, persuading, and entertaining. The use of culturally specific symbolism, colloquial expressions, and metaphors in literature can also pose difficulties for ESL students.

What does the script suggest about the vocabulary demands in literary texts for ESL students?

The script emphasizes that literary texts often use words in ways that are culturally specific or metaphorical. ESL students may struggle with these meanings, as well as with words that have fallen into disuse or are used colloquially.

How long does it typically take for an ESL student to master social English (BICS) and academic English (CALP)?

An ESL student typically takes about two years to acquire social English (BICS) but requires five to ten years to acquire academic English (CALP) to function like a native English speaker in a classroom.