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Jennifer Bartee

CIRG 653

Feb. 9, 2021

English Language Learners Project

While completing this project, I was able to learn a lot of new information about English

Language Learners (ELL). English Language Learners come from all over the word. Before

completing this project on ELL learners, I always connected this term to a child whose first

language was Spanish, and they are learning how to speak English. After completing this project,

I now understand this term applies to students whose first language is anything other than

English. ELL is used to describe a very large group for students. These students have a large

range of English proficiency, and each student needs a different type of intervention. Teachers

need to have a repertoire of instructional strategies to use when working with English Language

Learners, and their other students. When teachers are working with an ELL in their classroom,

it’s important that they have their school test the student in both their home language and in

English. This way the teacher will be able to determine the level of proficiency in both language

and literacy. After, the teacher receives the results of the assessment they will be able to

determine the best plan of intervention for their student. Scaffolding can be helpful to both ELL

students and other students in order to master certain skills.

Many factors effect English Language Learners experience in school. Some of the factors

can be home environment, time spent at school, quality of instruction, and transiency. Another

factor that can effect student’s school experience is experiences they have had at other school.

Some ELLs may have moved around from school to school in the U.S., and had a good or bad
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experience. Other ELLs may have never been to a school in the U.S., and have anxiety about

how the schools may be different. Another big factor for ELLs is their level of proficiency in

both language and literacy in their first language and English. This is not something I really

thought about before this project. I always thought their success in learning English was centered

on how much they have been taught about English language skills. I now understand that a

student’s level of proficiency in their first language plays a big role in their success with learning

a second language.

While completing this project, I learned about the six stages of Second Language

Acquisition: 1) Pre-Production, 2) Early Production, 3) Speech Emergent, 4) Beginning Fluency,

5) Intermediate Fluency, and 6) Advanced Fluency. First-language acquisition refers an

individual’s first language. Second-language acquisition refers to the process an individual goes

through to learn a new language (six stages). Another thing, I learned was the scale of

proficiency for language proficiency. The scale ranges from zero to five. Zero is no practical

proficiency, and five is native or bilingual proficiency. The time it takes an individual to go

through the six stages of second-language acquisition can’t be determine. The process can be

different for each individual student.

Something, I learned that was very interesting to me was that children who come to U.S.

for the first time at this middle school age, have a harder time catching back up. These students

will need intensive vocabulary and reading instruction integrated with content instruction. I

learned that the most challenging literacy interventions are for students in middle schools. ELLs

who first come to the U.S. at the age in middle school may require intense intervention in

reading instruction and vocabulary. In conclusion, I have learned a lot about English Language

Learners, and feel better prepared if I had a student in my class who was an ELL.
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References

Cardenas-Hogan,D. (2019, May 06). English language learners with learning disabilities.

Retrieved from https:// www.colorincolorado.org/webcast/english-language-leaners-

learning-disabilites

Colorin Colorado. (2015, December 1). The Diversity of English Language Learners. Colorin

Colorado. Retrieved from http://www.colorincolorado.org/article/diversity-english-

language-learners#h-characteristics-of-english-language-learners

Commmon acronyms in the The TESOL Profession. Retrieved from https://

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English Language Learners with Learning Disabilities. (2019). Colorin Colorado. Retrieved

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http://www.immersionfilm.com/

Ford, K., & Robertson, K (2020, February 18). Language Acquisition: An Overview. Retrieved

from https://www.colorincolorado.org/article/language-acquisition-overview
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Gersten, R., Scarcella, R., Collins, P., Linan-Thompson, S., Shanahan, T., & baker. S.K. (2007).

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Gunning, T. G. (2020). Creating literacy instruction for all students. Tenth Edition. Pearson
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Retrieved from htttp://www.colorincolorado.org/ell-basics/special-populations/students-

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Jachevarria. (2018, November 16). How Does SIOP Align with TESOL’s 6 Principles?

Reflections on Teaching English Learners. Retrieved from

Roberston, K., & Lanfond, S. (2020, February 05). How to support ELL students with

interrupted formal education (sifes). Retrieved form

https://www.colorincoloradso.org/article/how-support-ell-students-interrupted-formal-

education-siteseww

The Glossary of Education Reform. (2014). Retrieved from

https://www.edglossary.org/english- language-leaner/

U.S. Department of State. (2019, August 2). What are the Language Proficiency Definition? –

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items/language-proficiency-definitions/

“What Are the Language Proficiently Definitions?- Careers. “U.S. Department of State. (2019,
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definitions/