Chapter 13 - Teaching English Language Learners

Summary

Historical Moments in English Language Learners’ Research

In the United States, research on English language learners (ELLs) has increased substantially since the turn of the century, including research on language and literacy development, instructional interventions, and educational assessments (Santi et al. 2019). A substantial body of research on ELLs has been published since the report of the National Literacy Panel (August et al. 2009). However, concerning the issue of ELL students with disabilities and the challenge of identification, little data has been collected. Historically, ELLs were overlooked for disability services due to the belief that their achievement difficulties are grounded in language proficiency issues that will be resolved with time, or they may be overrepresented because of inaccurate measures and/or poor identification procedures (Abedi 2006; Artiles et al. 2005). According to Santi et al. (2019), ELLs are at risk for impaired reading and language development for reasons other than the existence of disabilities, including socioeconomic disadvantage and poor instruction in one or both languages. Morgan et al. (2015) found that racial, ethnic, and language minority elementary and middle school students are less likely than similar white, English-monolingual students to be identified as having disabilities and are disproportionately underrepresented in special education. This study also reported that language-minority children were less likely to be identified with a learning disorder or language impairments.

Throughout the history of teaching English as a second language (ESL), instructors required that learners learn the language through memorization and repetition of the second language (L2) structures without exposing them to real-life situations that created another challenge for learners. These practices were unsuccessful in promoting ELLs’ capacity when communicating in different situations using the target language. Thus, incorporating new trends in English language teaching (ELT) through integrating meaningful materials and authentic tasks that represent real-world situations encourages the competencies of ELLs to transfer the language they are learning to situations beyond the classroom.

Research into applied linguistics and second language acquisition has also played an essential role in constructing and modifying different approaches and methods for ELT for the purpose of guiding ELLs to communicate effectively (Celce-Murcia 2001). Raising English language teachers’ awareness of how these approaches, methods, and strategies have evolved facilitates their ability to make well-informed teaching decisions.