Understanding ELLs
There are many aspects to understanding ELLs, including:
- Common Myths
- Established Principles in 2nd Language Learning
- Understanding the Difference Between Social and Academic Language
Common Myths About ELLs
Myth: Many ELLs have learning disabilities and should be in special education
Reality: If assessments do not differentiate between disabilities and language, this can lead to a misdiagnosis for ELLs
Myth: When an ELL can speak and understand English, they have mastered it
Reality: There is a difference between social language & academic language and, the timeframe to acquire each is very different
Myth: All ELLs learn English the same way
Reality: Many factors affect their learning of English including, prior education, the level of similarity with their primary language, and socio-economic status, to name a few
Myth: Providing accomodations for ELLs only benfits those students
Reality: The recommended strategies for teaching ELLs will benefit all students, especially those who are challenged by the content, regardless of whether they are ELLs
Myth: Many ELLs have learning disabilities and should be in special education
Reality: If assessments do not differentiate between disabilities and language, this can lead to a misdiagnosis for ELLs
Myth: When an ELL can speak and understand English, they have mastered it
Reality: There is a difference between social language & academic language and, the timeframe to acquire each is very different
Myth: All ELLs learn English the same way
Reality: Many factors affect their learning of English including, prior education, the level of similarity with their primary language, and socio-economic status, to name a few
Myth: Providing accomodations for ELLs only benfits those students
Reality: The recommended strategies for teaching ELLs will benefit all students, especially those who are challenged by the content, regardless of whether they are ELLs
It is important to recognize that ELLs do have
valuable prior knowledge and experience.
valuable prior knowledge and experience.
The following video discusses how you should consider allowing alternative ways for ELLs to express their understanding of the content:
Silent Period
It is important to note that most ELLs go through a "silent period" during which they are either unable, or unwilling, to speak in the new language
It is important to note that most ELLs go through a "silent period" during which they are either unable, or unwilling, to speak in the new language
- This is their pre-production stage of language learning
- Do not force the ELLs to speak
- Do not embarrass them by putting them "on-the-spot"
- This stage typically lasts from a few days to a year
Here is a video that helps you understand
an ELL's point-of-view:
an ELL's point-of-view:
Established Principles on 2nd Language Learning
- Conversational language proficiency is not the same as academic language proficiency
- ELLs need comprehensible input that is one step beyond their current ability in order to progress in language development
- Social interaction in the classroom facilitates the development of conversational and academic language
- ELLs need plenty of opportunities to produce meaningful output
How Will You Know What is Comprehensible
for your ELLs?
for your ELLs?
Beware of ELLs who *appear* to be "fluent" in English!
Know the Difference Between BICS and CALP
BICS: Basic Interpersonal Communication Skills
CALP: Cognitive Academic Language Proficiency
BICS: Basic Interpersonal Communication Skills
- Day-to-day language to interact socially
- Meaningful social context
- Not very demanding cognitively
CALP: Cognitive Academic Language Proficiency
- Language used in formal, academic learning
- Listening, speaking, reading, and writing content
- Context reduced
- Cognitively demanding
An ELL may *appear* to be "fluent" in English but, they may be very confused when trying to learn content!
For More Information on BICS and CALP,
click the link below:
click the link below:
Imagine how ELLs may feel!
But, seriously…consider how you
would feel in a classroom
where the teacher spoke another language:
would feel in a classroom
where the teacher spoke another language:
Here is a video that explains the difference between social and academic language:
You can design lessons with appropriate scaffolding to help ELLs learn language and content
Next: Go to the "Scaffolding for ELLs" page for specific strategies
- Adapt Text and other materials to be one step beyond what is comprehensible for the ELL
- Use strategies that reduce the cognitive load for ELLs when learning academic language and content
- Provide plenty of opportunities for partner/group work for ELLs to practice both conversational and academic language, as well as to learn the content
- Provide plenty of opportunities for ELLs to produce meaningful output and provide them with feedback so they can monitor their own progress
Next: Go to the "Scaffolding for ELLs" page for specific strategies
To Access a Forum where you can:
-Ask an expert questions
-Receive feedback from fellow teachers
on any issues related to ELLs,
Click the Link below:
-Ask an expert questions
-Receive feedback from fellow teachers
on any issues related to ELLs,
Click the Link below: