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Learning English: Diverse Students in American Classrooms (REL Midwest)
Institute of Education Sciences
Overview
This video explores the challenges and effective strategies for educating English Learners (ELs) in American public schools. It highlights the growing population of ELs, the academic disparities they face, and the importance of evidence-based instructional methods. The video showcases three key approaches: newcomer programs, sheltered instruction, and dual-language programs, demonstrating how these methods support both language acquisition and academic content mastery, ultimately aiming for the success and integration of all students.
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Chapters
- Nearly 4.5 million students in U.S. public schools are learning English as a new language, a number expected to rise.
- ELs come from diverse backgrounds, including immigrants, refugees, and U.S.-born children of non-English speaking parents.
- ELs often score lower on standardized tests and have higher dropout/graduation rates compared to native English speakers, posing a significant educational challenge.
- The core challenge is to teach ELs both English and academic content effectively to enable their future success and contribution to the economy.
Understanding the scale and background of the EL population is crucial for recognizing the urgency and scope of the educational challenge.
A teacher mentions having students from 24 different countries speaking over 30 languages in her classrooms.
- Learning academic content in a new language is intimidating and disorienting for students.
- Many ELs, like 7-year-old Muhammad from Afghanistan, require significant support beyond simple immersion.
- The 'sink or swim' approach of placing ELs directly into mainstream classrooms is largely ineffective.
- ELs face academic disadvantages, with only 62% graduating high school nationally.
Recognizing the specific difficulties ELs encounter helps educators and policymakers design more supportive and effective learning environments.
Muhammad, a 7-year-old refugee from Afghanistan, exemplifies the need for specialized support beyond just immersion in an English-speaking classroom.
- Federal law, like the Every Student Succeeds Act, mandates the use of evidence-based practices for EL education.
- Content-based instruction teaches English through academic subjects, moving beyond traditional grammar-focused ESL.
- Three key evidence-based approaches are newcomer programs, sheltered instruction, and dual-language programs.
- These methods aim to provide access to grade-level content with necessary scaffolds and supports.
These research-backed methods offer proven strategies for simultaneously developing language skills and academic knowledge in ELs.
Cleveland Metropolitan School District utilizes newcomer programs, sheltered instruction, and dual-language programs to support its EL students.
- Newcomer programs are designed for students with little to no English, reducing anxiety and building confidence in a supportive community.
- Sheltered instruction simplifies language, uses visual aids, graphics, and hands-on activities to make academic content accessible.
- These programs encourage students to use their home languages as a tool for learning and expressing complex ideas.
- Newcomer programs often address significant challenges, including trauma, basic hygiene, and social integration, particularly for refugee students.
Specialized programs like newcomer and sheltered instruction provide critical foundational support for students facing the most significant linguistic and socio-emotional barriers.
At Thomas Jefferson International Newcomers Academy, lessons are scaffolded using simplified language, visuals, and hands-on activities, and students are encouraged to use their home languages to express complex career aspirations like 'forensic anthropologist'.
- There is a nationwide shortage of teachers certified in English Language Learner instruction.
- Even experienced teachers often feel unprepared to meet the needs of ELs without specialized training.
- Professional development, including TESOL endorsements, is crucial for equipping teachers with effective strategies.
- Modifying lessons for ELs is not 'dumbing down' but rather making content accessible through specific routines and strategies.
- Acquiring academic English, which is more complex than conversational English, is essential for future success.
Investing in teacher training and professional development is essential for implementing effective EL education strategies and ensuring all students receive high-quality instruction.
Samuel Román provides coaching to teachers like Tracy Finch, who, despite 20 years of experience, initially felt ill-prepared to teach ELs and would cry after school.
- Dual-language programs, like Ohio's first at Buhrer Academy, educate students in two languages, aiming for bilingual and biliterate proficiency in both English and another language (e.g., Spanish).
- These programs benefit both ELs and native English speakers, preparing them for a globalized workforce where bilingualism is a significant asset.
- Instruction is structured to ensure language proficiency doesn't hinder academic expression, allowing students to use their strongest language when needed.
- The Seal of Biliteracy is a recognized award that validates bilingual skills for college and career opportunities.
- Dual-language education fosters a sense of community and shared learning, where students support each other's language development.
Dual-language programs leverage bilingualism as a strength, promoting academic achievement and providing students with a competitive advantage in an increasingly interconnected world.
At Buhrer Dual Language Academy, students learn math and science in Spanish and language arts and history in English, fostering ease in switching between languages and supporting each other as a team.
Key takeaways
- The increasing number of English Learners presents a critical opportunity to enhance educational equity and national economic growth.
- Effective EL education requires moving beyond simple immersion to evidence-based strategies like newcomer programs, sheltered instruction, and dual-language models.
- Supporting ELs involves not only language acquisition but also addressing potential trauma and providing foundational life skills, especially in newcomer settings.
- Teacher training and ongoing professional development are vital for equipping educators with the specialized skills needed to teach ELs effectively.
- Bilingualism is a valuable asset that dual-language programs cultivate, preparing students for global opportunities and enriching the learning environment for all.
- Research-backed instructional methods help ELs access grade-level content and succeed academically, challenging the outdated 'sink or swim' approach.
- Creating welcoming and supportive school environments is essential for building EL students' confidence and fostering their academic and personal aspirations.
Key terms
English Learners (ELs)Newcomer ProgramsSheltered InstructionDual-Language ProgramsContent-Based InstructionAcademic EnglishTESOL (Teaching English to Speakers of Other Languages)Seal of BiliteracyEvery Student Succeeds Act (ESSA)Scaffolding
Test your understanding
- What are the three main evidence-based approaches discussed for educating English Learners, and how do they differ?
- Why is the traditional 'sink or swim' method ineffective for most English Learners?
- How does sheltered instruction make academic content more accessible to English Learners?
- What are the key benefits of dual-language programs for both English Learners and native English speakers?
- What role does professional development play in supporting teachers who work with English Learners?