An English language learner (often capitalized as English Language Learner or abbreviated to ELL) is a person who is learning the English language

English language

English is a West Germanic language that arose in the Anglo-Saxon kingdoms of England and spread into what was to become south-east Scotland under the influence of the Anglian medieval kingdom of Northumbria...

 in addition to their native language. This can refer to any learners of English as a foreign or second language, but more often the term is used to refer to learners of English as a second language

Second language

A second language or L2 is any language learned after the first language or mother tongue. Some languages, often called auxiliary languages, are used primarily as second languages or lingua francas ....

 in mainstream school

School

A school is an institution designed for the teaching of students under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools...

s where English is the language of instruction. The instruction and assessment of students, their cultural background, and the attitudes of classroom teacher

Teacher

A teacher or schoolteacher is a person who provides education for pupils and students . The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional...

s towards ELLs have all been found to be factors in ELL student achievement. Some ways that have been suggested to assist ELLs include bringing their home cultures into the classroom, involving them in language-appropriate content-area instruction from the beginning, and by integrating literature

Literature

Literature is the art of written works, and is not bound to published sources...

into the learning program.

Issues in the classroom

There is a considerable number of ESL students in classrooms today, causing a strong need for additional programs and services. Unfortunately, there are many critical issues that relate to culturally and linguistically diverse students. Four critical issues that are found in today’s classrooms when teaching diverse learners are instruction, assessment, the role of culture, and the teacher’s attitudes. It has become vital to integrate culture, literature, and other disciplines into content and language.

Instruction

The first critical issue is focused on instruction of the ESL students within the classroom and how it is related to Standards-based content and ESL instruction. Some teachers may feel that ESL instruction many be a separate entity from standard-based instruction. On the contrary, we need to acknowledge the fact that they are intertwined with each other. TESOL Standard 3a states that teachers should “know, understand, and use evidence‐based practices and strategies related to planning, implementing, and managing standards‐based ESL and content instruction”. In a five week study by Huang, researched showed that “classroom instruction appeared to play an important role in integrating language skills development and academic content learning.” This study showed that the “students acquire linguistic/literacy skills and scientific knowledge hand in hand as they assume various communicative and social roles within carefully planned language activities”. By tying in written texts with the science content the students were able to improve their language development between drafts and build on their science content knowledge.

Assessment

The second critical issue is focused on fair and balanced assessment within the ESL classroom. Some teachers may come across being bias without even recognizing it. “All too often, though, these students are either asked to participate in tests that make unfair assumptions about their English language proficiency in order to assess their content knowledge or conversely, are totally excluded from any testing until their English language proficiency has reached a certain level,”. TESOL standard 4a states that’s teachers need to “demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations”. When the teachers are capable of understanding the various assessment issues they will be able to execute reasonable, consistent, and balanced assessments. “When visual tactile, kinesthetic, intrapersonal, and interpersonal skills are equally recognized avenues of learning and intellect, CLD students have increased access to the curriculum and opportunities to demonstrate authentically internalized knowledge,”. By having a variety of assessments students will be able to perform to the best of their knowledge. Therefore, it is vital to have alternative methods of assessing ESL students.

Culture

Culture is the third issue that may not always be recognized in a mainstream classroom. Many teachers overlook culture and try to jump right into English and content knowledge without knowing their students backgrounds. Teachers need to be open to learning new cultures and having their student embrace all cultures in the classroom. By taking great strives to learn about each other’s values and beliefs the teacher and student would not only maximize the effectiveness of ESL but make it a successful learning experience for all involved. A student who is shy or reluctant to answer questions may be more outspoken when talking about their own values that tie in with their home life. An ESL teacher, in a study called Losing Strangeness to Mediate ESL Teaching, “connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge”. This will encourage students to open up and talk about their cultural backgrounds and traditions within their family. “Teachers who encourage CLD students to maintain their cultural or ethnic ties promote their personal and academic success”. Students should not lose their identity but gain knowledge from their culture and the world around them. Therefore it is beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.

Teacher attitude

The fourth critical issue is the attitudes of the teachers which plays a major role in the ESL classroom. Some teachers may have a negative, unwelcoming attitude. Research shows that teachers negative attitudes may stem from “chronic lack of time to address ELLs’ unique classroom needs", "intensification of teachers workloads when ELLs are enrolled in mainstream classes", and "feels of profession inadequacy to work with ELLS”. Also, the lack of training will have a huge impact on their teaching practices and professional development. The teachers will then be stressed and nervous to go about a lesson. Their anxiety will roll over into the classroom and have a negative impact on the ESL students’ performances. “Teachers’ language-acquisition misconceptions may color their attitudes towards ELLs and ELL inclusion, leading educators to misdiagnose learning difficulties or misattribute student failure to lack of intelligence or effort”. By providing a good learning environment, it will have a positive effect on the students overall success in terms of linguistic, social, cognitive, and academic developments.
Systematic Integration of Culture, Literature and other Disciplines

Enriching the Classroom Environment

In order to have an environment that is beneficial for the teacher and the student culture, literature, and other disciplines should be integrated systematically into the instruction. “Postponing content-area instruction until CLD students gain academic language skills widens the achievement gap between the learners and their native-English speaking peers”. Relating to culture, teachers need to integrate it into the lesson, in order for the students to feel a sense of appreciation and a feeling of self worth. One teacher noticed that her student, Enrique does not like to embrace the fact that he is Spanish or even speak it. She took the initiative to call the parents to address the issue that he believes English is the only way. She decided to incorporate the Spanish word, facile into her lesson which means easy but can be used for both languages. She ended up making a Double Value word wall which will not only be beneficial for Enrique but also for all the learners in the classroom. The teacher was able to integrate the Spanish culture into her lesson which enriched all the learners and helped address the issue that it is okay to speak in the students’ native language.

By integrating literature into the instruction students will benefit substantially. “Reading texts that match learner interests and English proficiency provide learners with comprehensible language input--a chance to learn new vocabulary in context and to see the syntax of the language”. Students will be motivated and will make learning more enjoyable. Lastly, by integrating other disciplines into the lesson it will make the content more significant to the learners and will create higher order thinking skills across the areas. By integrating language into other contents, it focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects”. When language and content areas are integrated ESL students become aware “that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people”. Therefore, students will be able to communicate across the curriculum, acquire higher level skills, and be successful in their daily lives.