Misconceptions
Myth: Total English immersion from Prekindergarten through Third Grade is the best way for a young English Language Learner to acquire English. (Espinosa, L., 2008)
Most people may believe that if a student spends all their time learning English with no native language involved, that they will develop the English language faster. However, it is important that when students have a strong first language, we incorporate that into the curriculum at times. Research shows that if we put students into English-only programs right away, it could delay or affect their English literacy skills in some ways. Research evidence suggests that "children in these programs tend to lose their ability to communicate in their first language, start to prefer the English language, frequently develop communication problems with their extended families, and experience depressed academic achievement in English." If a student is still developing their first language, we as teachers, need to make sure we are very careful, because shifting right to the English language could cause a negative effect on their fluency and achievement in the earlier grades.
As teachers, we should know the importance of including each student's culture into our classroom, which includes their native language. This does not mean you need to teach in their native language, in fact, the sheltered instruction is beneficial to the students because they are not being pulled-out of the classroom. Sheltered instruction has a focus on teaching content, not on teaching the English language. In the sheltered instruction model, teachers may adjust their English language, or wording, for ELL students in order for them to comprehend the material better. (Wright, 2010). In the classroom, allow students at times to use their native language. We want students to learn about each other's cultures and make them feel welcome, respected, and cared for. If we completely shut out someone's native language, we are not allowing them to be who they are and taking a piece of their identify away from them in the classroom.
As teachers, we should know the importance of including each student's culture into our classroom, which includes their native language. This does not mean you need to teach in their native language, in fact, the sheltered instruction is beneficial to the students because they are not being pulled-out of the classroom. Sheltered instruction has a focus on teaching content, not on teaching the English language. In the sheltered instruction model, teachers may adjust their English language, or wording, for ELL students in order for them to comprehend the material better. (Wright, 2010). In the classroom, allow students at times to use their native language. We want students to learn about each other's cultures and make them feel welcome, respected, and cared for. If we completely shut out someone's native language, we are not allowing them to be who they are and taking a piece of their identify away from them in the classroom.
Myth: Once students can speak with reasonable fluency, they can quickly pick up the academic work.
Classroom teachers need to understand the difference between social language and academic language acquisition. Jim Cummins has had significant influence on K-12 educators' understanding of what it means to know a language and how long it takes ELLs to become proficient in English. A key component of Cummins's framework is the distinction between what he calls basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) (Wright, 2010). "Basic interpersonal communication skills (BICS) are language skills needed in social situations. BICS includes the day to day language needed to interact socially with other people" (Haynes, 2007, paragraph one). These skills are commonly associated with conversations in the hallway before or after class, on the playground, or at a recreational/social event. It takes approximately 1-2 years for students to develop basic interpersonal communication skills in English.
Cognitive academic language proficiency (CALP) on the other hand, refers to "students' ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school" (Wright, 2010, page 40). This includes listening, speaking, reading, and writing in different subject areas. Additional academic language functions include: seek information, inform, compare, order, classify, analyze, infer, justify and persuade, solve problems, synthesize, and evaluate. These skills will typically take 5 years or longer for ELLs to develop. Recent research, however, has shown that "if a child has no prior schooling or has no support in native language development, it may take seven to ten years for them to catch up to their peers" (Hayes, 2007, paragraph 2).
An awareness of the difference between BICS and CALP can help education professionals understand why an ELL student may speak well in social situations but fall behind academically. When English language learners speak fluently, it does not necessarily mean that they understand the academic language. An ELL often just needs time and support to acquire the complex language needed for schoolwork. When ELL students are given the appropriate support and assistance, they can achieve great academic success.
Classroom teachers need to understand the difference between social language and academic language acquisition. Jim Cummins has had significant influence on K-12 educators' understanding of what it means to know a language and how long it takes ELLs to become proficient in English. A key component of Cummins's framework is the distinction between what he calls basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) (Wright, 2010). "Basic interpersonal communication skills (BICS) are language skills needed in social situations. BICS includes the day to day language needed to interact socially with other people" (Haynes, 2007, paragraph one). These skills are commonly associated with conversations in the hallway before or after class, on the playground, or at a recreational/social event. It takes approximately 1-2 years for students to develop basic interpersonal communication skills in English.
Cognitive academic language proficiency (CALP) on the other hand, refers to "students' ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school" (Wright, 2010, page 40). This includes listening, speaking, reading, and writing in different subject areas. Additional academic language functions include: seek information, inform, compare, order, classify, analyze, infer, justify and persuade, solve problems, synthesize, and evaluate. These skills will typically take 5 years or longer for ELLs to develop. Recent research, however, has shown that "if a child has no prior schooling or has no support in native language development, it may take seven to ten years for them to catch up to their peers" (Hayes, 2007, paragraph 2).
An awareness of the difference between BICS and CALP can help education professionals understand why an ELL student may speak well in social situations but fall behind academically. When English language learners speak fluently, it does not necessarily mean that they understand the academic language. An ELL often just needs time and support to acquire the complex language needed for schoolwork. When ELL students are given the appropriate support and assistance, they can achieve great academic success.
Myth: Native English Speakers will experience academic and language delays if they are enrolled in dual language programs.
Recent research shows that dual language is effective for both ELL students and native English speaking students. Some parents or guardians may fear that learning a second language is taking time away from instructional time with “more important content.” Some parents may also have the concern that their child will “lose ground” if they are enrolled in a dual language program. Parents want what is best for their children and each case may be different, but there are a lot of benefits to being enrolled in a dual language program.
First, a dual language program will educate children in two different languages. The purpose of this is to promote bilingualism and biculturalism among the students and even the teachers. Students in a dual language classroom are able to see different aspects of different cultures.
As teachers, it is important that we incorporate each student’s culture into the classroom and by providing a dual language setting, we are extending that knowledge of each culture. By incorporating each student’s culture we are making each student feel important and welcome into the classroom as well.
The dual language approach could be one way we close the achievement gap for ELL students while not affecting the native speakers in a harmful way. Achievement tests show that all students benefit from a dual language classroom. If a dual language program is not an option in a teacher’s classroom, it is at least important that the teacher is teaching a small portion of different languages. Spend 5 to 10 minutes a day learning Spanish, American Sign Language, or other languages. It is okay for the teacher to be learning alongside the students!
First, a dual language program will educate children in two different languages. The purpose of this is to promote bilingualism and biculturalism among the students and even the teachers. Students in a dual language classroom are able to see different aspects of different cultures.
As teachers, it is important that we incorporate each student’s culture into the classroom and by providing a dual language setting, we are extending that knowledge of each culture. By incorporating each student’s culture we are making each student feel important and welcome into the classroom as well.
The dual language approach could be one way we close the achievement gap for ELL students while not affecting the native speakers in a harmful way. Achievement tests show that all students benefit from a dual language classroom. If a dual language program is not an option in a teacher’s classroom, it is at least important that the teacher is teaching a small portion of different languages. Spend 5 to 10 minutes a day learning Spanish, American Sign Language, or other languages. It is okay for the teacher to be learning alongside the students!
Myth: There’s no point in teaching heritage speakers and English-language learners to read and write in anything besides English. Speaking a second language at home is good enough.
"In an economy that’s growing more “global” every day, the ability to read and write fluently in two languages – as well as speak them – is a tremendous professional asset. Bilingual education means enhanced opportunities for all students" (Patchwork Films, 2015, paragraph 8). This is true of the world, and as educators, we need to see bilingual students as assets to world. "Bilingual education is a new way of conceiving the entire range of education especially for the non-English child just entering school. Bilingual learning necessitates rethinking the entire curriculum in terms of a child's best instruments for learning, of his readiness for learning various subjects, and his own identity and potential for growth and development" (ASCD, 2015, paragraph 11). Looking at the student as an individual with different abilities and providing instruction in English to those ELL's is important for fostering them to become bilingual citizens.
As teachers, we need to look at the cultural background and the languages that are being used by the students and incorporate them into the classroom. "Bilingual education builds confidence and motivation among heritage speakers and English-language learners by valuing their cultures and skills. Research has shown that English-language learners in bilingual education programs are less likely to drop out than their peers in English-only programs" (Patchwork Films, 2015, paragraph 6). The classroom becomes a cohesive environment for the students to interact with one another and build their language development. "There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education - Lau v. Nichols" (Wright, 2010, page 57).
As teachers, we need to look at the cultural background and the languages that are being used by the students and incorporate them into the classroom. "Bilingual education builds confidence and motivation among heritage speakers and English-language learners by valuing their cultures and skills. Research has shown that English-language learners in bilingual education programs are less likely to drop out than their peers in English-only programs" (Patchwork Films, 2015, paragraph 6). The classroom becomes a cohesive environment for the students to interact with one another and build their language development. "There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education - Lau v. Nichols" (Wright, 2010, page 57).
Myth: If the ESL teacher could take the student more often and just focus on teaching the English language to ESL students, learning in all areas would occur faster.
"Language is a developmental process and it takes time; consistent, cognitive development in all subject areas is as important as hours of ESL instruction" (Education, 2009, slide 13). If schools were to place a student in direct English language and not teach in other content areas, the student would be behind in all other content areas once English proficiency had been achieved. Teaching ELL students English but also trying to maintain their native language is important in schools and for the future as well. "Thomas and Collier found that English language learners who received all of their schooling in English performed extremely well in kindergarten through 3rd grade, regardless of the type of bilingual or ESL program. These students made dramatic gains in English. However, when they reached the 4th grade and moved through middle school and high school, the performance of students who had been in all-English programs, such as ESL pullouts, fell substantially" (ASCD, 2015, paragraph 33). The main goal of all ESL programs is for students who receive ELL services to become a proficient bilingual students (Wright, 2010, pg 115).
Another point to be noted would be that students can learn language and content simultaneously. "Classroom teachers providing comprehensible input is important to academic success and to language learning" (Education, 2009, slide 14). An ELL student is going to be exposed to English language and vocabulary in the classroom in all content areas and all will only strengthen their own vocabulary. Realizing that ELL students need extra support in activities is important as well, and that is where the ESL teacher and the classroom teacher should work together to meet the needs of that specific student. "The ESL teacher can provide an opportunity for the student to be immersed in language at the appropriate level and can help students develop language skills and language learning strategies efficiently" (Education, 2009, slide 14). When the two support teachers that the student has work together cohesively, it creates a very educational environment for the student to thrive in and the student would receive the education that they deserve.
Another point to be noted would be that students can learn language and content simultaneously. "Classroom teachers providing comprehensible input is important to academic success and to language learning" (Education, 2009, slide 14). An ELL student is going to be exposed to English language and vocabulary in the classroom in all content areas and all will only strengthen their own vocabulary. Realizing that ELL students need extra support in activities is important as well, and that is where the ESL teacher and the classroom teacher should work together to meet the needs of that specific student. "The ESL teacher can provide an opportunity for the student to be immersed in language at the appropriate level and can help students develop language skills and language learning strategies efficiently" (Education, 2009, slide 14). When the two support teachers that the student has work together cohesively, it creates a very educational environment for the student to thrive in and the student would receive the education that they deserve.
References
ASCD. (2015). Retrieved October 6, 2015, from http://www.ascd.org/publications/books/106048/chapters/
How-Students-Acquire-Social-and-Academic-Language.aspx
Education, N. (2009). Myths and Realities: Best Practices for ESL Students. Retrieved October 6, 2015, from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/myths_reality.pdf
Espinosa, L. (2008). ChallengingCommon Myths About Young English Language Learners.
Haynes, J. (2007). Explaining BICS and CALP. Retrieved October 8, 2015, from http://www.everythingesl.net/inservices/bics_calp.php
Patchwork Films (2015). Myths & Realities for English Language Learners. Retrieved October 6, 2015, from http://speakingintonguesfilm.info/myths-realities-for-english-language-learners/
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub.
How-Students-Acquire-Social-and-Academic-Language.aspx
Education, N. (2009). Myths and Realities: Best Practices for ESL Students. Retrieved October 6, 2015, from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/myths_reality.pdf
Espinosa, L. (2008). ChallengingCommon Myths About Young English Language Learners.
Haynes, J. (2007). Explaining BICS and CALP. Retrieved October 8, 2015, from http://www.everythingesl.net/inservices/bics_calp.php
Patchwork Films (2015). Myths & Realities for English Language Learners. Retrieved October 6, 2015, from http://speakingintonguesfilm.info/myths-realities-for-english-language-learners/
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub.