Common Myths About ELL and Second Language Acquisition

Myth #1: Students can learn English quickly by being exposed to and surrounded by native language speakers. Fact: Mere exposure to the target language is insufficient to ensure native language proficiency, particularly academic language proficiency. Myth #2: The ability to converse comfortably in English signals proficiency and means the student should be achieving academically. Fact: It is easy to confuse conversational competence with academic competence in a language (Baker, 1995). Proficiency in social language interaction in English is not the most important factor in school success (Collier, 1989). Spoken practice in English may not be necessary for development of English proficiency.

Myth #3: Students should learn English before attempting to study an academic subject in that language. Fact: While pull-out or beginning ELL classes may provide comfort to ELL students, much of the "survival English" taught in these classes focuses on the language of social interaction. This, in fact, does little to assist the student in learning an academic discipline. Academic disciplines have their own vocabularies and their own expectations for satisfactory performance and these are rarely taught outside the subject area, other than perhaps in sheltered content courses. Academic strategies (e.g. for completing assignments, even with incomplete comprehension) need to be learned in connection with studying the discipline itself so that the student develops concepts rather than simply coping mechanisms.

Myth #4: ELL students should stop speaking their native language and concentrate on speaking English.
Fact: Full proficiency in the native language facilitates second language development and academic achievement is significantly enhanced when ELL students are able to use their native languages to learn in school (TESOL, 1999). Collier (1989) found that second language students who achieved the greatest academic success were enrolled in bilingual programs that provided solid cognitive academic instruction in both the first and second language.

Welcoming ELL Students into Your Classroom

Background and Teacher Resources for Effective ELL Education

Who are ELL Students?

We often think of ELL children as students who characteristically enter our classrooms without a word of English. These students are easily distinguishable: recent newcomers to the country and to the school community. For a while they may remain silent in class as they adjust to their new school, environment and culture, unless there is a native language peer or mentor to interact with. A "silent period" may last anywhere from just a few days to several months or even close to a year and is often an uncomfortable, frustrating time for the ELL student as well as the teacher. The student is concerned about decoding verbal and non-verbal communication as well as understanding the socio-cultural framework of the school ("What are the behavioral expectations? For academic success? For making friends?"). The teacher may be concerned that not enough is being done for the student and that the student's verbal responses are so few and far between.

Implications for Schools: Effective ELL Education

According to the U.S. Association of Teachers of English to Speakers of Other Languages (TESOL Association), effective education for ELL students comprises five dimensions: Effective education includes nativelike levels of proficiency in English. Effective education includes the maintenance and promotion of ELL students' native languages in school and community contexts. All educational personnel assume responsibility for the education of ELL students. Effective education also calls for comprehensive provision of first-rate services and full access to those services by all students. Knowledge of more than one language and culture is advantageous for all students!

Areas of Language Use Students must gain competence in several important areas when learning English as a second language. Cummins (1979) labeled the first two areas of language use, or the language required for success in academic disciplines as Basic Interpersonal Communication Skills (BICS), or the language of social interaction, and Cognitive Academic Language Proficiency (CALP) BICS is the language of the playground: talking with one's friends, shopping, etc. and will usually be acquired in informal settings such as the playground, school corridors, or with friends. CALP requires specific and direct teaching. According to Adamson (1993), students can gain a basic understanding of academic material by accessing three kinds of knowledge: universal pragmatic knowledge (basic-level concepts, image schemas), language proficiency (including the features of academic English, reading and listening comprehension) and background knowledge (knowledge of a specific content area as well as scripts for school). Academic competence is necessary for students to achieve at higher levels of cognition, and in order for students to think critically, a large degree of subject-specific background knowledge is necessary.

RESOURCES: http://www.tesol.org http://web.cortland.edu/flteach/esl/ESL-Terminology.html English Language Learners: A Policy Research Brief. (2008). National Council of Teachers of English. http://www.state.gov/m/a/os/44038.htm