A Researched Investigation on Best Practices for English Language Learners Essay

ELL assimilators represent a tumescent percentage of the population indoors directs in the linked provinces. This pigeonholing of school-age childs is rattling increasing much(prenominal) than that of face speaking students. (Shore, 2001). This conference too has a very postgraduate drop out rate, coupled with diminished ranking grades, academic achievement and scholarly expectations. Truly, ELL students atomic number 18 considered an at-risk population. (Thompson, 2000).In purchase order to confront this challenge, t severallyers argon approach with a quaint fleck that requires a unique solution in order to help these students non provided learn the slope spoken communication, exclusively besides to nonplus them up to speed with the academic fabric congruent with modern larn standards. The focus of this probe submits the question, How flowerpot teachers bring up instruct slope destination prentices (ELL) students when these mostly monolingua l teachers are oft unequipped with the necessary gibes and environments for optimum attainment? The investigation lead then state a hypothesis as to the proposed best frame athleticsctions under which teachers back end best instruct ELL students. The paper go out then birth this hypothesis, cross-referencing books reviews which outline non- handed-down dumbfounds of instruction that have proven to be the most powerful in instructing circumscribed position learners. It volition then finally look at most of the conclusions to be derived from the investigation, reflecting on how teachers hindquarters best inhale students, and offering a few real-world action scenarios to the adjusted models.Hypothesis The accepted modal that schools employment to gage with ELL students is that of the sorting paradigm. This model normally sorts ELL students into low-quality training programs which do not challenge or inspire students. For this reason, to a greater extent than students leave drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrate other(a) modules that differ from the current monolingual teacher/ tralatitious dogma scenarios, more succeeder plenty be achieved by ELL students.Despite vast changes in endorsement expression acquisition theory and pedagogy in the last fifty years, an face-only classroom fronted by a teacher who is monolingual or who is encouraged to impart as if he or she is monolingual, has remained the dominant enforce in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios excessively train more of a sense of purpose and side into students who are confronting the challenges of a sensitive culture and a new speech.Finally, these nontraditional models incorporate a great sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assim ilate the culture, traditions, values, attitudes that are associated with their new phrase and surroundings. This paper will outline roughly of the novel literature take holding the hypothesis in favor of non-traditional ELL models, and will take a diminutive digest that expounds upon some of the downfalls of traditional modes.Review of writings Studies fork out that most teachers are ill-equipped at dealing with the distinguishable levels of wrangle acquisition. A recent excogitate from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of lyric acquisition in students. This experi intellectual study of interlingual rendition programs for side language learners has denominaten that existing evidence favors multilingual approaches to teaching students, e special(a)ly paired bilingualist strategies that enable teachers to teach students reading in their inhering languages, and English, at the same clock sequence .This study also showed that English language learners benefited from other models of instruction such as taxonomic phonics, one-to-one or nonageder group tutoring programs, conjunctive encyclopaedism programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to cast up ELL figures. Statistics show that there has been a huge growing in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, fleck the number of students is genuinely growing, there have been huge cuts in budget programs designed to serve ELL students.A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the students set out tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best work out methodology. freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience.The stub for Research on the fosterage of Students Placed At Risk (CRESPAR) gives us an ex colossal of these non-traditional systems of acquisition involving utilizing plain teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, ally- disputeing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the hearty function of technology in ELL programs also showed imperative effects for the use of computers in ELL classrooms.(Sullivana, Prattb 1999) Another reappearance in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication at heart the confines of an ELL classroom. There is a growing proboscis of evidence that support the view that L1 ( congenital language) and/or bilingual teaching methods are actually more honorable to ELL students. galore(postnominal) studies have shown that bilingual scenarios actually support the student some(prenominal) technically and heathenly in their advancement ( follow up, e. g. , Judd, 1987). It is widely accepted by ELL teachers immediately that the use of L1 impedes students from process in the acquisition of English. consort to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful.Currently, the drop-out rate for ELL students is unbelievable high. A study of effec tive places for linguistically and paganly diverse students (Garcia, 1991) found that classrooms that integrate L1 were more successful in the long run, both in regard to use language and the pitch contour to the English language. An NCLE survey identifies twain studies that point towards the full effect of L1 language use in succeeding oral and written English acquisition. (Robsons 1982 study of Hmong refugees in Thailand and Burtoffs 1985 study of Haitian Creole speakers in New York City).Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, galore(postnominal) more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. DAnnunzio (1991) reports that students had world-shaking success with this model. Strei (1992) reports that drop-out rates decreased from a awful 85% (with traditional monolingual English in struction) preceding to the program to 10% (with the non-traditional bilingual model).Studies also show that this methods reduces mixer anxiety, increases the effectiveness for learning, takes into account important cultural factors, and books for learner-focused curriculum development. Piasecka (1986) get bys that it pull up stakess students to use languages as a meaning-making tool for effective communication, instead of an end in itself. How cigaret teachers best instruct English spoken communication Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning?Haynes & OLoughlin (2002) inscribe the concept of scaff greying. This refers to the teacher offering meaningful support, utilize questioning techniques to elicit response that sens be related to the students own cultural background. Normally, this is not a technique provided within the classroom, and ordinarily on the contra ry, the teacher attempts to neutralise all associations to the students native language and culture. The study also suggests that sheltering is an effective tool whereby the teacher introduces new content done the use of music, story-telling, opthalmic aids and play.Another effective technique is reciprocal teaching. Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in human relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. prove trounce Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as wholesome as the optimum program for ELL learning?The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. using up m any visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. action demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6.Provide lexicon previews of forthcoming lessons. 7. Ask students to fall upon predictions when reading stories aloud. 8. conciliate and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. anticipate out primary language support for students hireing assistance. 13. take in a non-threatening environment where students feel comfortable to take risks with language. 14.Make connections surrounded by content being taught and students forward noesis and experiences. 15. Provide much time for student engagement and interaction with the teac her. 16. Allow time for students to practice and take for daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are fatherning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL.Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. many an(prenominal) ELL children are faced by what Olsen (2000) refers to as language shock, or a struggle to learn a language within a connection that is not ever open to the diversity of other cultures.ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, bit at the same time, feeling that are labored to abandon their own language and surrender find out aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are mainly taught academic English. Many can attest that the languages wise(p) in a classroom is very different than the view spoken by their peers in the hallways.ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang by means of social interaction. Olsen believes that ELL students, due to the current method of instruction, end up snap between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students all overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotskys social interactionist theory. This theory suggests that c hildren internalize language and learning by dint of cultural and group mediation.Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contri thation of Vygotskian psychological science to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain particular knowledge through a shared knowledge of a culture.This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediati on, staging and constructive understanding of projects. The social interactionist model has the lock up of making the ELL students become independent thinkers and problem solvers themselves.In the article, Turning Frustration into achievement for English nomenclature Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. more than any other student, these students face the most challenge. The authors argue that the current system is an underlying language learning system that is inadequate for learning any language. These studies show that ELL student give is greater when a speech pathologist and classroom teacher work together with learning in groups.These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a abridgment of best practice strategies from Turning Frustration into Success for English speech communication Learners Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques.Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak tardily Teachers should use multi-sensory methods (hands-on) Scaffolding should be used lively Analysis Each of the above mentioned resources state the following conclusion Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology.It is stated over and over that educators must work with information within the scope of a social and cultural climate. Simply p ut, relationships between teachers and students have a major impact on how well an ELL student will grasp the armament language. These articles also point to the issue of power bodily structure and peer struggles among ELL students. Truly, students cannot achieve in a belligerent learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages.This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and substitute of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. deduction Upon an extensive review of recent literature, it can be stated that ELL students generally have different demand than native English-speaking students. They generally require more support and individualized attention to their needs. They are trade union movement a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is die from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning.The staggering drop-out rates among ELL students are a will to these findings. It has also been systematically shown that these drop-out rates improve importantly when a bilingual, nontraditional instructional environment is created. It is pass along that the best practice for the area of ELL education can be best understood not hardly as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get know-how in ELL classrooms.The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how contend it must be to leave one verdant and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system.Unfortunately, many teachers see diversity as a problem that they m ust overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the students traditional culture.Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy coatings that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical(a) application of best-pract ice ELL instructional methods.These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can shell out a peer-buddy to the ELL student. They can also provide pictures and illustrations to represent new words and terms. Using pictures, maps, globes, tables, movies, slide shows, and so forth, will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A terrific way of making ELL student s feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English.The small group is less intimidating than a larger one. take a shit students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by assembling high interest, low-level books such as absurd books or childrens books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, forge 1993. Reexamining English Only in the ESL Classroom.University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into s uccess for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language A Study of Second Language tuition Experience as a Contributor to the pro Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference.July 2002 Haynes, Judie and OLoughlin, Judith. Meeting the Challenge. of Content Instruction. HYPERLINK http//www. everythingEsl. pull in http//www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. Remarks. Conference Proceedings ESL Students in the CUNY. Classroom Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and lear ning America Immigrants in the center of a storm.Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E.EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments A computer-assisted classroom and a traditional oral classroom. Texas A&M University at principal Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.