Who Are English Language Learner Students? The No Child Left Behind (NCLB) uses the acronym Limited English Proficient (LEP) and labels an English-Language Learner (ELL) as an individual who “is between the ages of 3 to 21 years, has enrolled or is preparing to enroll in elementary or secondary school, was not born in the United State or English is not the native language, comes from a background in which the English language has had a considerable impact on an individual’s English Language Proficiency, comes from an environment where English is not the individuals primary language and has had prior or previous difficulties in speaking, writing, reading, or understanding the English language that has denied the individual the ability to meet the state’s proficient level of achievement of the English language” (Wolf, 2008, p. 2).
English-Language Learners are not considered to be a homogenous group; rather, they are a heterogeneous group. According to Merriam-Webster’s Online Dictionary (2011), homogenous is defined as “of the same or a similar kind or nature” and Heterogeneous is defined as “made up of parts that are different”. English-Language Learner’s are considered to be derived from heterogeneous groups because they come from diverse cultural and linguistic backgrounds and have varying prior academic backgrounds and levels of language proficiency. A language other than English is used as the primary language in their teaching. The acronym ESL refers to students being taught in English only. Teachers of English-Language Learner’s use many literacy strategies when teaching their students, these include the following, but are not limited too: building vocabulary and background knowledge, using visual aids to scaffold learning, providing hands-on activities, modeling, and offering opportunities for student-to-student interactions. Qualitative, quantitative, mixed methods and action research studies have been conducted on these strategies. Due to the increase of ELLs entering classrooms each year, teachers will at one point in their careers have ELLs to teach. Teachers need to be educated on what strategies are most effective in teaching ELLs (Fishkin, 2010).
Throughout this EDPS 635: “Curriculum Development and Classroom Management” course, I have found that Building Vocabulary and Background Knowledge of English-Language Learner’s to be a crucial aspect in the academic achieved and social growth achievement process of these specific students. I feel that the information presented has enlightened me and provided many wonderful opportunities on how to teach and deal with the issues these students who are considered to be English-Language Learners during to my classroom. Below I have provided my personal feedback on this particular topic and the benefits of this strategy.
*Strategy 1: Building Vocabulary and Background Knowledge*
This is one strategy that has been proven to be valuable is building vocabulary and background knowledge when...