English Language Learners
English language learners (ELLs) are the fastest growing group of
diverse students today. One out of every nine students is learning
English as a second language, which accounts for 5.4 million students.
In the past, families of ELLs were concentrated in more populated areas.
However, families of ELLs are migrating into areas of the United States
that are not familiar with teaching ELLs. These areas are the poorest
districts that have the highest numbers of ELLs, which creates
challenges for instructors. In Nebraska, ELL students grew 350% from
1990 to 2000.
One of the challenges that instructors face is the lack of training to teach ELL students. Instructors of ELLs must be able to carefully change their instructional practices accordingly to accommodate their students, which is not a skill that is usually taught in preservice teacher training. There are also a small number of bilingual instructors and a lack of resources provided to instructors to translate from English to the student's native language and vice versa. However, Title III of the No Child Left Behind Act (NCLB) designates ELL as a subgroup. Schools must provide language instruction curricula that is research based and establish annual achievement objectives for English language learners.
One of the challenges that instructors face is the lack of training to teach ELL students. Instructors of ELLs must be able to carefully change their instructional practices accordingly to accommodate their students, which is not a skill that is usually taught in preservice teacher training. There are also a small number of bilingual instructors and a lack of resources provided to instructors to translate from English to the student's native language and vice versa. However, Title III of the No Child Left Behind Act (NCLB) designates ELL as a subgroup. Schools must provide language instruction curricula that is research based and establish annual achievement objectives for English language learners.
