So you're curious about ESL? What does it mean? What programs are there? How are these teachers different from others and who qualifies for these resources? ESL/ELL looks different in every state. For the sake of this article I'll be referring to Arizona's laws in particular, but you reader should check your own state standards as they may differ greatly.
First and foremost, what is an ELL? The acronym is but one of many used and stands for English Language Learner. That's a very broad term and could mean a lot of students. ELL is the most vague umbrella term that simply means, "A child who does not speak English or whose native language is not English, and who is not currently able to perform ordinary classroom work in English.” Arizona’s requirements for ELL teachers come with a heavy dose of respect for the students native language. So while ELL is to make sure the student is effectively learning English, the child’s native language and culture are still being respected. Being bilingual is a skill, and not a burden. Each student will be at a different level and have individual needs. Because of these unique needs each and every student has, there is much debate about how to educate those who speak other languages. ESL, or English Second Language is a style where students who are learning English are still in the regular classroom setting and are pulled out for one period or a certain amount of time to get their English Language Learner instruction. The benefits of this style is that ESL students may feel more connected to their peers as they are not othered from the group for more than one period. They may not fall behind in other courses as they still get all the other subjects taught to them with language support. Bilingual education is similar to English immersion. With Bilingual education students have a teacher who speaks in their native language. Instruction starts in the native language but quickly becomes a full immersion as the class goes on. Immersion is when the students are mixed completely based on language and skill level. There is no instruction in the native language at all. Teachers in Sheltered English Instruction have certifications in content areas while also having training in how to teach English. These classes are called “sheltered” because they are a content class (sheltered math, sheltered history, sheltered science) where students are heavily supported until they are ready for mainstream classes. These classes are designed to use English in a variety of ways such as reading, writing, and discussing. The last form is Two Way Immersion. This form of ELL takes both Native English speakers and Non English Speakers and places them in the same class. The class is in English and the other half is in the Native Language of the non English speakers. These classes are a cultural exchange that does its best when the community is involved to express the importance of coming together to learn more languages.
But what about Arizona?
Arizona uses a Structured English Immersion format. Meaning that students will be in an ELL classroom learning English and only speaking English for a set amount of hours weekly/daily. Students are divided up by level and/or by grade. Newcomers are required to get 100-120 hours of targeted ELL instruction and 100-120 hours of integrated instruction. This format is designed to get students as proficient and ready to succeed in mainstream classrooms as quickly as possible. After 2 years, students are tested for proficiency and the time spent in ELL may be cut down so the student can spend more time in other classes. Arizona has 4 Structured English Immersion styles to choose from. The Pull Out Model is where a student is in mainstream classrooms and is pulled out for 50-60 minutes a day for targets and integrated ELL instruction. 2 hour is similar to pull-out where the student is in mainstream classrooms but is pulled out for 100-120 minutes of both targeted and integrated ELL instruction. 50-50 DLI has 75-90 minutes of integration but only 25-30 minutes of targeted. Finally we have newcomers. This is a sort of broad term used for anyone that tests at a PreEmergent/Emergent student or someone who is new to the States and may have had interrupted learning. This group is the heaviest focused with 100-120 minutes of both targeted and integrated instruction a day. There are many assessments that help place students in the proper category such as AZELLA.
Four Points of Arizona’s Language Development
Arizona has several principals when it comes to its ELL population, but a special emphasis is placed on respecting the student’s native language and natural abilities. Being bilingual is a special gift that should be celebrated, not erased. A person’s culture should be respected, celebrated, and shared. Arizona aims for its EL students to develop a sense of agency, confidence and determination. The Arizona EL system has a 4 point system to do so.
Asset-Based Behaviors and Expectations
Again, different languages and cultures are an asset to a community, not a burden we need to assimilate. Both teachers and students are given a set of expectations and behaviors that they are expected to follow. Teachers should respect students of course. Teachers are expected to be attentive and responsive to the student’s differing strengths, needs, and identities. Teachers are expected to build a sense of community and school partnerships. Teachers are also expected to: provide ELL students chances to show their proficiency, support students in their zone of proximal development, reinforce growth mindset, and encourage students to recognize the strength and experiences they bring to the learning community. Arizona officials believe that participation in asset-based learning will allow students to develop their own skills and knowledge in a confidence building way.
Integrate Instruction in Disciplinary Language and Content
This one should come as no surprise, but all teachers are responsible for instruction that integrates language and literacy development with content learning. Teachers are required to provide differentiated scaffolds. Scaffolds are different learning levels so those who need extra support can have it while those who are looking for more challenging work can also be in the same class and even working on the same central project/assignment. Scaffolds allow students to learn with as much or as little support as needed. Teachers are also required to immerse students in a language rich environment that supports discussion based learning tasks. It is also required for teachers to encourage student collaboration in deep conversations and learning tasks. Student agency is mentioned again here as building student agency is a requirement of the ELL educator. Agency can be built by providing choice during lessons, encouraging independent learning, and encouraging initiative. Student agency for ELL students is so important because one of the biggest struggles these students experience is alienation and confidence issues. ELL students feel disjointed from the very community they live in as the only people that they can communicate with are those from their culture. Building students' confidence and agency is important to help build confidence and allow students to feel connected to their education and community.
Targeted and Explicit Language instruction
Explicit Language instruction is designed to support language development even while focusing on other content areas. Educators will use the English Language Proficiency standards with content material to teach language. All educators are required to create opportunities for students to use language and reflect on their understanding across language domains such as reading, writing, speaking, and listening. Students are exposed to rich language to develop a deeper understanding. These classes connect language and content to help students better understand how language is used in content specific classes. Agency again is brought up again by requiring choice, proper support and strategies, and encouraging initiative once again.
Assessment, Monitoring, and Feedback
Assessments provide educators with so much information that is required to run an effective classroom. Every teacher is required to collect data through assessment, ELL has its own tools and resources available. Districts and schools use English Language Proficiency Standards, Diagnostic tools, formative assessment practices, and summative assignments to measure the progress of ELL students. Teachers are required to provide rubrics and give meaningful feedback to their students. Teachers are required to use a variety of assessments including short cycle assessments such as day to day or even minute by minute. Another must use is Arizona state assessment data to evaluate the effectiveness of their own classroom by comparing their classroom data to the state information. Once again, assessment can be use to build student agency by giving teachers the specific info they need to build pathways to success. Assessments give very clear information on what students understand and what they dont. Assessments are also a great way or time to provide useful feedback.
I hope my brief overview of Arizona’s ELL programs brought some clarity to those who need it. If there are any further questions, the best place to go would be AZED.gov. There you can find more information on everything I discussed here. ELL students are absolutely an asset to our communities and should be elevated to be their confident selves by educators devoted to opening every door available to them.
