Introduction
One of the most promising professions in education is teaching elementary classes to English Language Learner students. There are several reasons for this. First is the possibility of implementing innovative strategies in English learning. Second is the specifics of ELL students and the presence of cultural diversity in the class. Finally, examining teachers’ abilities in working with non-native English speakers is essential. The challenging environment of ELL student class can impact the personal and professional development of the teacher of elementary classes.
Professional Goals in ELL Teaching
One professional goal provided here is improving as a teacher of diverse elementary-level subjects. The usual practice for ELL students’ education in the US was that classes were taught by professional teachers who specialized in specific language and teaching skills. This continued until students could speak English while disregarding the second language (Villegas et al., 2018). However, with the growth of ELL students, there is a severe shortage of professionals who can work in diverse environments. This can be set as part of accomplishing a set goal in professional development. Linguistically enhanced classes will provide the necessity of adapting resources and developing the capability of understanding cultural and linguistic differences provided in the class. As noted by Villegas et al. (2018), US education needs proper tools for learning in and from practice for teachers. This can also be part of professional development in developing and standardizing such tools and methods across ELL groups.
From this perspective, another goal stands: to excel in the research of ELL students in the primary education environment. Villegas et al. (2018) note that although ELL classes require fluency in English as the main requirement for successful learning at school, it does not guarantee academic success for students. In the case of primary classes, it is necessary to review the emphasis on English language education and its contribution to further student development. As noted by Villegas et al. (2018), there can be issues in conversational English despite students being noted as fluent in the English test scores. The need for proper mechanisms for teaching English in primary classes for ELL students shows the research gap present in the current system.
Lastly, maintaining cultural diversity would be the primary function of teachers in ELL environments. It correlates to experiencing cultural diversity. August (2018) points out that when teaching English, it is necessary to maintain the artistic aspect of the first language so that dual programs will enable cross-section understanding. It is also essential to consider specific factors with the presence of another language. For example, if the student has already gained knowledge of basic math formulas in the first language, the teacher should consider changing the course material. This will ensure emphasis on learning English vocabulary associated with course material (August 2018). Thus, it is essential in the educational sphere of a multicultural environment.
Conclusion
Three goals in the professional educational sphere were set, and ELL classes in primary school can satisfy a teacher’s professional needs in these aspects. It is important to understand cultural differences during the examination and implementation of educational tools and methods. This experience can also be helpful for teachers in continuing educational research and studies on approaches for ELL students.
References
August D. (2018). Educating English language learners: A review of the latest research. American Educator, 42(3), 4-9.
Villegas A.M., SaizdeLaMora K., Martin A.D. & Mills T. (2018) Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. The Educational Forum, 82(2), 138-155. Web.