Reader Response

Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners


In this article, the authors inform us about the growing number of English Language Learners. The skills to work with ELLs  is something that every teacher today must be equipped with. However, the authors feel this is not being covered in many Teacher Education programs and they are reaching out to drive home the importance of preparing young teachers for these new classrooms.

There are key principles which teachers who have ELLs in their classroom must understand. First, conversational proficiency is very different from academic language proficiency. Some ELL use the English language fluently in conversation but struggle academically. Secondly, ELLs should have access to not only material on their level, but also material a bit beyond their level. This can help the student read fluently, but also increase learning in the content area.

Social interaction and group work can help ELL's develop their language proficiency and conversational skills. This can be tied in to similar theories of Vygotsky, for native speakers as well. The peer interaction can benefit both the ELL and native speaker. Also, ELL students who are strong in their own native language, tend to achieve a higher level of english proficiency then ELLs who are weak in their native language.

Another important thing to consider, is creating a safe and welcoming classroom and environment. This can help ease anxiety about performance. As a teacher paying attention to linguistic form and function is key. There should be emphasis on communicative approach.

The main focus of a general classroom teacher in relation to the ELL student is to make sure the student is learning the curriculum. If the student is cognitively able to learn the content, but the language is  problem, this should not hold them back from the content. There should be interventions and techniques used by the teacher to facilitate the curriculum.