What+All+Teachers+Should+Know+about+ELLs


 * From the learning module Myths/Misconceptions about Second Language Learning from course CIL 751.**
 * What Elementary Teachers Need to Know about Language**

An understanding of educational linguistics is essential knowledge for all teachers, from elementary to postsecondary levels. Teachers should understand that language is made up of basic units of meaning. This knowledge will help teachers show students how to infer the meaning of new words by breaking them down into their parts. This is useful for elementary school students who are beginning to build their vocabulary as well as older, post-secondary students who must comprehend technical and academic texts. Teachers need to know how word forms relate to one another so they can explain irregularities in English words to their students and decipher unfamiliar words when they encounter them. Teachers who understand how the new vocabulary is learned will provide many different contexts in which students will encounter new words (written and verbal forms). This will help students understand all the varied meanings and grammatical uses of the new words.

Teachers must know that vernacular dialects are not examples of “bad English,” but that dialects just follow different grammar rules and patterns than Standard English. Instead of looking down on dialect-speaking students, teachers do well to respect these students’ backgrounds and help them to acquire the academic register that is required to succeed in school and the workforce. Teachers who know that learning academic English is challenging for all students regardless of language background, will be more understanding of students as they struggle to master it.

Teachers should realize that regardless of what language acquisition program model students may have been in, not all students will succeed at the same rate. Teachers need to constantly be reviewing their teaching methods to make sure they suit their ELLs.

Teachers would do well to recognize that learning to spell in English is difficult for many reasons, mainly because it is not spelled the way it sounds. Teachers who take the time to study orthography will be better equipped to help their ELLs.

Teachers with students who have difficulty with narrative and expository writing benefit from knowing that organizing events in a logical sequence is a writing technique particularly valued in English, but not in other languages. The organization of arguments is also different between cultures. Teachers need to have a good grasp of English grammar to give their ELLs the kind of feedback that will help them improve.

Finally, teachers should not shy away from presenting their ELLs with grade-appropriate texts for learning in the content classes. Giving students modified texts with short, unnatural, choppy sentences may actually impede their understanding and definitely prevents them from being exposed to the way English is actually written.

All these points are good for teachers of all levels (elementary, middle, high and post-secondary) to keep in mind when teaching language learners because they keep teachers respectful of students’ cultural backgrounds, prevent teachers from “dumbing-down” their teaching techniques and keep lessons focused on the specific skills that language learners need.