Evaluating Schools’ Success in Meeting the Needs of ELLs/Els
It is important to note that educational institutions should meet the needs of students with different levels of language learning. Accordingly, it allows for equal education for every student and promotes student social and academic engagement. A strength is that many schools use a variety of information to inform students about the social and cultural background of students who have started learning English (Okhremtchouk & Sellu, 2019).
Moreover, bilingual programs are available in schools to meet the needs of students. Thus, they are designed to allow students to learn English and develop their knowledge of their native language at the same time. Learning occurs through games and nervousness in the environment of native speakers (Rao & Meo, 2016). Consequently, the needs of English language learners (ELLs/ELs) must be discussed and addressed in schools to facilitate their progress and satisfaction. Therefore, it is a strength that schools continuously provide development for teachers to learn new teaching methods and approaches for children from different ethnic backgrounds.
Shortcomings in Addressing Academic and Social-Emotional Needs of ELLs/ELs
It is worth noting, however, that many schools have limited resources and cannot provide exceptional support for children who speak English as a second language. This means that teachers do not devote enough resources and cannot use visuals or other ways of presenting information (Rao & Meo, 2016).
Furthermore, a weakness in learning outcomes is that immigration policy affects funding for the education of ELLs/ELs. Since schools are accountable for their performance, they cannot change curricula to accommodate ELLs/ELs. As a result, children who do not speak English as their first language often need help learning it. Consequently, this affects the social behavior and emotional state of children who feel isolated.
Essential Support for Classroom Teachers to Effectively Meet the Needs of ELLs/ELs
To ensure positive learning outcomes for ELLs/ELs, teachers need to be provided with sufficient support. For example, they can be offered additional training and certificates for teaching children learning English as a second language. In this way, they will be able to introduce new techniques in their classrooms, engage students in listening to grammar constructions explained, and start a dialog with them (Klingner & Eppollito, 2014). Accordingly, students will not only develop active listening but will also take an active part in the tasks offered by the teachers. Teachers must also receive the training they need to understand each student’s background or cultural background (Klingner & Eppollito, 2014). This will allow them to adapt teaching practices to students’ needs, promoting inclusion.
Strategies for Enhancing Classroom Instruction to Better Serve ELLs/ELs
Furthermore, teachers must share their lesson plans and experiences at the school level. Combining the knowledge to support ELL/ELs and creating a flexible curriculum is essential. As a result, it will ensure that students who attend different teachers have the opportunity for equal growth and progress (Rubin et al., 2021). Another supportive factor for teachers is the support of the community and students’ families. They can create a supportive environment for ELLs/ELs outside of school to help them retain knowledge.
Schools have strengths and weaknesses when children learn English as a second language. At the same time, schools are working to meet the needs of these students and to ensure the development of the teachers who teach them. To facilitate the progress of ELL/ELs, teachers need to be trained in special certified courses, and families and communities need to be involved in their adaptation (Rubin et al., 2021). Moreover, it is essential to create inclusive school environments to support the social and emotional well-being of students who feel different from native speakers.
References
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4), 1-12. Web.
Rubin, R., Abrego, M. H., & Sutterby, J. A. (2021). Engaging the families of ELS and immigrants: ideas, resources, and activities. Routledge.
Klingner, J., & Eppollito, A. (2014). English language learners: Differentiating between language acquisition and learning disabilities. Council for Exceptional Children.
Okhremtchouk, I. S., & Sellu, G. S. (2019). Teacher readiness to work with English language learners: Arizona context. The Teacher Educator, 54(2), 125-144. Web.