Misconceptions
#1- A common misconception about working with students who are ELL is that English-only schooling is the best way to help ELLs learn English. Many believe students should be exposed to extensive amounts of instruction in English, rather than in their home language. This is because focusing on home languages might in some ways, seem counter intuitive to developing English. Some think English learning students will become confused and experience further delays in English language development when multiple languages are incorporated into content-area instruction. This however, is not the case when it comes to teaching students who are ELL.
Research supports the idea that home language experiences can have a positive impact on academic and literacy achievement. Content-area instruction is an essential component of effective ELL programs. According to Wright (2015), "the most effective way to make content comprehensible to ELLs is to teach it in the students’ home languages" (p. 91). Evidence shows students learn reading and writing best in their home languages. "Providing ELLs with content-area instruction in their home language while they are learning English as a new language helps to ensure that they will learn complex academic content and master grade-level content standards" (Wright, 2015, p. 91). Research also suggests students’ home language skills support learning of the English language, as well as all written languages.
#2- A second misconception about ELL students is that they are all Spanish-speaking, or that they are foreign born. Foreign born ELLs are students who were born outside of the US. Most people would think that if a student speaks Spanish, they must be from Mexico or a Spanish speaking country. In 2009-2010, Spanish was the number one most frequently reported language spoken by 3,582,884 ELL students (Wright, 2015). Not all of those students however, are from Mexico.
According to Wayne Wright (2015), "although a large number of ELLs (or their parents) are from Mexico, many Spanish-speaking students (or their families) come from other countries." Spanish is similar to English in the context of it being a major international language. Spanish is considered an official language in countries in Europe; the Caribbean; and North, Central, and South America. It is also spoken in many other countries around the world as a second language (Wright, 2015). In the book Foundations for Teaching English Language Learners, there is a list of 46 countries that Spanish-Speaking English Language Learners may be from. In some of the countries it may be their national language; others may have a different dominant language but large Spanish-speaking population (Wright, 2015).
#3- A third common misconception about ELL students is that when ELLs do not speak in class this means that they are not learning. In fact, the exact opposite is true. Many ELL students are just not ready to start speaking English right away. That student might need time to process the information being said by other students. According to Haynes (2005), "ELLs need time to listen to others talk, to digest what they hear, to develop receptive vocabulary, and to observe their classmates’ interactions". According to Wright (2015), "most second language learners therefore go through a silent period before they begin to speak" (p.155). During this silent period, "learners are developing their receive listening skills as they acquire bits and pieces of the language and process the input for meaning" (p.155). The silent period can be anywhere from a few hours all the way to a few weeks or even months. This depends on the student's comfort and personality. It also depends on whether the ELL student is native-born or foreign-born. Foreign-born ELLs might be more hesitant to speak, because they are adjusting to a new country. To encourage all students to speak in class, including ELLs, the teacher needs to help support all student's language development and create a classroom environment where all students are respected. Once an ELL student feels comfortable enough to talk in class, that student might need additional time to process what was being said in English and to try and figure out what they want to say. This is also known as wait time.
#4 A fourth myth about teaching ELLs is that Native English speakers will experience academic and language delays if they are enrolled in dual language programs. According to Wayne Wright (2015), a dual language program is a variety of bilingual program models for ELL and English proficient students. This is designed to help them become bilingual and biliterate. In this model, half of the students are fluent English speakers and the other half are ELL. 50% of the instruction is in English, and 50% of the instruction is in the home language of the ELL; this is called the 50/50 model. There is also the 90/10 model, which is when 90% of the instruction is the non-English, and 10% of the instruction is in English.
Some parents and educators of Native English-speaking students do not think that this program is effective, because most of the academic instruction is in a language they do not understand (Espinosa, 2008). However, this is not true. Evaluations show that the dual language program is effective for both Native English-speaking students and ELLs. This program educates students in two languages (Espinosa, 2008). Not only does this approach help students become bilingual and biliterate, but it also promotes biculturalism as well.
#5 A fifth myth about ELLs is that Latino English language learners are less likely to be enrolled in prekindergarten programs, because of their families' cultural values. Latinos are enrolled at a much lower rate than African-Americans, Whites, and Asians. According to Linda Espinosa (2008), when Latino preschoolers lived in a household where no one over the age of 14 speaks English, the enrollment rate drops 32 percent.
I know that Latinos value family, education, and hard work. The reason why people think that the enrollment rate drops so low with Latinos is because they value family the most. People think that most Latinos just prefer to keep this children at home rather than enrolling them in school. The truth is, that Latino students have low enrollment percentage because financial reasons, or just don't have access to a school. Latinos value school and hard work, but just don't have the money to find programs in their neighborhood.
#6. A sixth misconception about ELLs is that children from non-English speaking backgrounds have fully acquired English and are ready to be mainstreamed once they are able to speak it (Gil & Bardack, 2010). In other words, teachers think that if ELLs can speak fluent English, then that means they are ready for the mainstream classroom. However, according to Gil and Bardack, proficiency in oral communication skills does not mean that a child does not have the complex academic language skills needed for classroom activities. Meaning, just because they can speak fluently, does not mean they have a clear understanding of academic language.
According to Gil and Bardeck, mainstreaming a child based on their oral communication skills is not appropriate and can hinder future academic progress. For example, ELLs may be able to speak fluent English, but may not have the syntactic knowledge for reading and writing. This means that they struggle with arranging words to form phrases or sentences. So, although they may speak fluently, does not mean they are ready for the mainstream classroom.
#7 A seventh myth about teaching ELLs is that students should not speak their native-language at school, because they need to learn English. In reality, this myth makes sense because how is a student suppose to learn a new language if they are still speaking their native-language, especially at school? However, students should actually be encouraged to use their native-language at school and learn English at the same time. According to Jennings, Caldwell & Lerner (2014), the No Child Left Behind Law that was passed in 2001 requires that all students, including ELLs, to take state-standardized tests. This means that the students, including ELLs, need to learn grade level appropriate items to be successful in these tests. For some ELLs this can be very challenging so to help them they should be taught various lessons in their native-language if possible. According to Wright (2015), "learning new concepts and skills can be challenging, and it's even harder in a language you do not know or do not know very well. Students learn best in the language they understand best. Thus, providing ELLs with content-area instruction in their home language while they are learning English as a new language helps to ensure that they will learn complex academic content and master grade-level content standards" (p. 91).
According to Wright (2015), "encouraging ELLs to maintain and develop their home languages while they develop proficient in English benefits the individual ELL and his or her family and community, as well as the nation overall" (p. 23). As the United States is becoming increasing diverse, the need for bilingual people is also increasing. Instead of an ELL student completely forgetting their native-language, they can become bilingual in their native-language and in English. Imagine being an ELL student that speaks Spanish, for example, and you are no longer allowed to speak Spanish in your classroom, because you need to learn English. Imagine what that would do to your self-esteem. You probably would feel unappreciated and felt like you didn't matter as a student. This is why incorporating all student's culture in a classroom is so important, and it is fairly simple to do. According to the New York State United Teachers (2015), "schools which encourage students to use their native language support student learning by increasing student participation. This practice positively impacts a student's self-esteem".
#8- An eighth misconception about working with students who are ELL is that they can be taught in one single group, as if they are the same type of student. It is common for many to believe students who are ELL can be lumped together into a single group, treating them as if they are all one type of learner with the same needs, backgrounds, and experiences. Although in a sense, all students who are ELL are working towards developing English language proficiency, this does not mean that these students are the same. Because students' backgrounds vary widely, they should not be taught as one single group with the same learning needs.
According to Wright (2015), "despite the unifying label, ELLs are an extremely diverse group" (p. 1). Wright (2015) also states, "ELLs vary widely by race, ethnicity, home language, level of schooling, socioeconomic status, parents' level of education, parents' proficiency in English, proficiency and literacy in their home language, and proficiency in English" (p. 2). These differences in cultures and lived experiences highly impact students' learning. Students who are ELL may be coming from refugee camps or home environments where education was not supported. Some of these students fled from war, while others are coming from more stable countries. The degree of family support for all students also varies. Based on these diverse backgrounds, students who are ELL are different types of learners with a range of needs.
#9- A ninth misconception that is common when it comes to teaching students who are ELL is that English as a second language and sheltered instruction are the same. It is essential for educators to understand the difference between these two types of instruction. According to Wright (2015), "the focus of ESL is teaching English; the focus of sheltered instruction is teaching academic content" (p. 94). Wright (2015) offers an example to illustrate this difference between ESL and sheltered instruction that involves teaching long division in a math lesson (p. 94). In the example, each lesson includes the content and language objectives required by the SIOP model, however the two objectives are looked at from a different lens (Wright, 2015, p. 94). The sheltered instruction lesson's goals are focused on understanding content, which in this lesson example, is understanding long division and solving long division problems independently. Instruction and assessments are differentiated for students and math language is used in a way that allows students to actively participate in learning the content. On the other hand, in the ESL lesson example Wright (2015) offers, language is the primary goal even though the lesson focuses on math (p. 94). According to Wright (2015), "the ESL instruction would focus on helping ELLs learn and use specific math vocabulary correctly and appropriately, verbally explain in English the steps and procedures involved in solving a long division problem, and read and comprehend long division problems" (p. 94). Students can use this language to ask and answer questions they may have.
#10- A tenth misconception regarding students who are ELL is "good teaching for native speakers is good teaching for ELLs" (Harper & De Jong, 2004, p. 156). Many hold the false belief that teaching strategies that are known to be effective for native English speakers are equally effective in teaching students who are ELL. In reality, some of these strategies and interventions used in the classroom may in fact be inappropriate for students who are ELL. The standards teachers use state what students need to know and be able to do in a variety of content areas and these standards claim to be inclusive of student diversity (Harper & De Jong, 2004, p. 156). According to Harper and De Jong (2004), "most standards are based on approaches for a diverse native-English-speaking student population" (p. 156). Based on this idea, interventions aimed at supporting a range of reading and other content area skills are inappropriate for students who are ELL. The standards used are not fully inclusive of these students' needs and abilities. Students who are ELL often have different difficulties, especially when it comes to reading, in comparison to students who are struggling readers (Harper & De Jong, 2004, p. 157). This explains why what is thought to be effective teaching for native speakers may not be effective for English language learning students.
Research supports the idea that home language experiences can have a positive impact on academic and literacy achievement. Content-area instruction is an essential component of effective ELL programs. According to Wright (2015), "the most effective way to make content comprehensible to ELLs is to teach it in the students’ home languages" (p. 91). Evidence shows students learn reading and writing best in their home languages. "Providing ELLs with content-area instruction in their home language while they are learning English as a new language helps to ensure that they will learn complex academic content and master grade-level content standards" (Wright, 2015, p. 91). Research also suggests students’ home language skills support learning of the English language, as well as all written languages.
#2- A second misconception about ELL students is that they are all Spanish-speaking, or that they are foreign born. Foreign born ELLs are students who were born outside of the US. Most people would think that if a student speaks Spanish, they must be from Mexico or a Spanish speaking country. In 2009-2010, Spanish was the number one most frequently reported language spoken by 3,582,884 ELL students (Wright, 2015). Not all of those students however, are from Mexico.
According to Wayne Wright (2015), "although a large number of ELLs (or their parents) are from Mexico, many Spanish-speaking students (or their families) come from other countries." Spanish is similar to English in the context of it being a major international language. Spanish is considered an official language in countries in Europe; the Caribbean; and North, Central, and South America. It is also spoken in many other countries around the world as a second language (Wright, 2015). In the book Foundations for Teaching English Language Learners, there is a list of 46 countries that Spanish-Speaking English Language Learners may be from. In some of the countries it may be their national language; others may have a different dominant language but large Spanish-speaking population (Wright, 2015).
#3- A third common misconception about ELL students is that when ELLs do not speak in class this means that they are not learning. In fact, the exact opposite is true. Many ELL students are just not ready to start speaking English right away. That student might need time to process the information being said by other students. According to Haynes (2005), "ELLs need time to listen to others talk, to digest what they hear, to develop receptive vocabulary, and to observe their classmates’ interactions". According to Wright (2015), "most second language learners therefore go through a silent period before they begin to speak" (p.155). During this silent period, "learners are developing their receive listening skills as they acquire bits and pieces of the language and process the input for meaning" (p.155). The silent period can be anywhere from a few hours all the way to a few weeks or even months. This depends on the student's comfort and personality. It also depends on whether the ELL student is native-born or foreign-born. Foreign-born ELLs might be more hesitant to speak, because they are adjusting to a new country. To encourage all students to speak in class, including ELLs, the teacher needs to help support all student's language development and create a classroom environment where all students are respected. Once an ELL student feels comfortable enough to talk in class, that student might need additional time to process what was being said in English and to try and figure out what they want to say. This is also known as wait time.
#4 A fourth myth about teaching ELLs is that Native English speakers will experience academic and language delays if they are enrolled in dual language programs. According to Wayne Wright (2015), a dual language program is a variety of bilingual program models for ELL and English proficient students. This is designed to help them become bilingual and biliterate. In this model, half of the students are fluent English speakers and the other half are ELL. 50% of the instruction is in English, and 50% of the instruction is in the home language of the ELL; this is called the 50/50 model. There is also the 90/10 model, which is when 90% of the instruction is the non-English, and 10% of the instruction is in English.
Some parents and educators of Native English-speaking students do not think that this program is effective, because most of the academic instruction is in a language they do not understand (Espinosa, 2008). However, this is not true. Evaluations show that the dual language program is effective for both Native English-speaking students and ELLs. This program educates students in two languages (Espinosa, 2008). Not only does this approach help students become bilingual and biliterate, but it also promotes biculturalism as well.
#5 A fifth myth about ELLs is that Latino English language learners are less likely to be enrolled in prekindergarten programs, because of their families' cultural values. Latinos are enrolled at a much lower rate than African-Americans, Whites, and Asians. According to Linda Espinosa (2008), when Latino preschoolers lived in a household where no one over the age of 14 speaks English, the enrollment rate drops 32 percent.
I know that Latinos value family, education, and hard work. The reason why people think that the enrollment rate drops so low with Latinos is because they value family the most. People think that most Latinos just prefer to keep this children at home rather than enrolling them in school. The truth is, that Latino students have low enrollment percentage because financial reasons, or just don't have access to a school. Latinos value school and hard work, but just don't have the money to find programs in their neighborhood.
#6. A sixth misconception about ELLs is that children from non-English speaking backgrounds have fully acquired English and are ready to be mainstreamed once they are able to speak it (Gil & Bardack, 2010). In other words, teachers think that if ELLs can speak fluent English, then that means they are ready for the mainstream classroom. However, according to Gil and Bardack, proficiency in oral communication skills does not mean that a child does not have the complex academic language skills needed for classroom activities. Meaning, just because they can speak fluently, does not mean they have a clear understanding of academic language.
According to Gil and Bardeck, mainstreaming a child based on their oral communication skills is not appropriate and can hinder future academic progress. For example, ELLs may be able to speak fluent English, but may not have the syntactic knowledge for reading and writing. This means that they struggle with arranging words to form phrases or sentences. So, although they may speak fluently, does not mean they are ready for the mainstream classroom.
#7 A seventh myth about teaching ELLs is that students should not speak their native-language at school, because they need to learn English. In reality, this myth makes sense because how is a student suppose to learn a new language if they are still speaking their native-language, especially at school? However, students should actually be encouraged to use their native-language at school and learn English at the same time. According to Jennings, Caldwell & Lerner (2014), the No Child Left Behind Law that was passed in 2001 requires that all students, including ELLs, to take state-standardized tests. This means that the students, including ELLs, need to learn grade level appropriate items to be successful in these tests. For some ELLs this can be very challenging so to help them they should be taught various lessons in their native-language if possible. According to Wright (2015), "learning new concepts and skills can be challenging, and it's even harder in a language you do not know or do not know very well. Students learn best in the language they understand best. Thus, providing ELLs with content-area instruction in their home language while they are learning English as a new language helps to ensure that they will learn complex academic content and master grade-level content standards" (p. 91).
According to Wright (2015), "encouraging ELLs to maintain and develop their home languages while they develop proficient in English benefits the individual ELL and his or her family and community, as well as the nation overall" (p. 23). As the United States is becoming increasing diverse, the need for bilingual people is also increasing. Instead of an ELL student completely forgetting their native-language, they can become bilingual in their native-language and in English. Imagine being an ELL student that speaks Spanish, for example, and you are no longer allowed to speak Spanish in your classroom, because you need to learn English. Imagine what that would do to your self-esteem. You probably would feel unappreciated and felt like you didn't matter as a student. This is why incorporating all student's culture in a classroom is so important, and it is fairly simple to do. According to the New York State United Teachers (2015), "schools which encourage students to use their native language support student learning by increasing student participation. This practice positively impacts a student's self-esteem".
#8- An eighth misconception about working with students who are ELL is that they can be taught in one single group, as if they are the same type of student. It is common for many to believe students who are ELL can be lumped together into a single group, treating them as if they are all one type of learner with the same needs, backgrounds, and experiences. Although in a sense, all students who are ELL are working towards developing English language proficiency, this does not mean that these students are the same. Because students' backgrounds vary widely, they should not be taught as one single group with the same learning needs.
According to Wright (2015), "despite the unifying label, ELLs are an extremely diverse group" (p. 1). Wright (2015) also states, "ELLs vary widely by race, ethnicity, home language, level of schooling, socioeconomic status, parents' level of education, parents' proficiency in English, proficiency and literacy in their home language, and proficiency in English" (p. 2). These differences in cultures and lived experiences highly impact students' learning. Students who are ELL may be coming from refugee camps or home environments where education was not supported. Some of these students fled from war, while others are coming from more stable countries. The degree of family support for all students also varies. Based on these diverse backgrounds, students who are ELL are different types of learners with a range of needs.
#9- A ninth misconception that is common when it comes to teaching students who are ELL is that English as a second language and sheltered instruction are the same. It is essential for educators to understand the difference between these two types of instruction. According to Wright (2015), "the focus of ESL is teaching English; the focus of sheltered instruction is teaching academic content" (p. 94). Wright (2015) offers an example to illustrate this difference between ESL and sheltered instruction that involves teaching long division in a math lesson (p. 94). In the example, each lesson includes the content and language objectives required by the SIOP model, however the two objectives are looked at from a different lens (Wright, 2015, p. 94). The sheltered instruction lesson's goals are focused on understanding content, which in this lesson example, is understanding long division and solving long division problems independently. Instruction and assessments are differentiated for students and math language is used in a way that allows students to actively participate in learning the content. On the other hand, in the ESL lesson example Wright (2015) offers, language is the primary goal even though the lesson focuses on math (p. 94). According to Wright (2015), "the ESL instruction would focus on helping ELLs learn and use specific math vocabulary correctly and appropriately, verbally explain in English the steps and procedures involved in solving a long division problem, and read and comprehend long division problems" (p. 94). Students can use this language to ask and answer questions they may have.
#10- A tenth misconception regarding students who are ELL is "good teaching for native speakers is good teaching for ELLs" (Harper & De Jong, 2004, p. 156). Many hold the false belief that teaching strategies that are known to be effective for native English speakers are equally effective in teaching students who are ELL. In reality, some of these strategies and interventions used in the classroom may in fact be inappropriate for students who are ELL. The standards teachers use state what students need to know and be able to do in a variety of content areas and these standards claim to be inclusive of student diversity (Harper & De Jong, 2004, p. 156). According to Harper and De Jong (2004), "most standards are based on approaches for a diverse native-English-speaking student population" (p. 156). Based on this idea, interventions aimed at supporting a range of reading and other content area skills are inappropriate for students who are ELL. The standards used are not fully inclusive of these students' needs and abilities. Students who are ELL often have different difficulties, especially when it comes to reading, in comparison to students who are struggling readers (Harper & De Jong, 2004, p. 157). This explains why what is thought to be effective teaching for native speakers may not be effective for English language learning students.
References
Espinosa, L. (2008). Challenging Common Myths About Young English Language Learners. Foundation for Child Development. Retrieved from http://fcd-us.org/sites/default/files/MythsOfTeachingELLsEspinosa.pdf
Harper, C., & De Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 156-157. doi: 10.1588.
Jennings, J. H., Caldwell, J. S., & Lerner, J. W. (2014). Reading Problems Assessment and Teaching Strategies (7th ed.). Boston, MA: Pearson.
New York State United Teachers. (2015). Fact Sheet No. 15-16: Debunking the Myths of English Language Learners. Retrieved http://www.nysut.org/resources/all-listing/2015/august/fact-sheet-debunking-the-myths-of-english-language-learners
Wright, W. (2015). Foundations for teaching English language learners: research, theory, policy, and practice. Philadelphia, PA: Caslon, Inc.
Espinosa, L. (2008). Challenging Common Myths About Young English Language Learners. Foundation for Child Development. Retrieved from http://fcd-us.org/sites/default/files/MythsOfTeachingELLsEspinosa.pdf
Harper, C., & De Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 156-157. doi: 10.1588.
Jennings, J. H., Caldwell, J. S., & Lerner, J. W. (2014). Reading Problems Assessment and Teaching Strategies (7th ed.). Boston, MA: Pearson.
New York State United Teachers. (2015). Fact Sheet No. 15-16: Debunking the Myths of English Language Learners. Retrieved http://www.nysut.org/resources/all-listing/2015/august/fact-sheet-debunking-the-myths-of-english-language-learners
Wright, W. (2015). Foundations for teaching English language learners: research, theory, policy, and practice. Philadelphia, PA: Caslon, Inc.
