Running head: WORKING WITH ELL STUDENTS

Working with ELL Students

Vicki Kenney
Shauna Condry
Jensen Perdue
Alison Gomez
Seattle University

Working with ELL Students

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This paper seeks to address the follow four components: English Language Learners,
why we chose to study this group of students, a summary of data and information related to
English Language Learning students, and intervention strategies. An English Language Learner,
according to the No Child Left Behind Act of 2001 (NCLB, Public Law No. 107-110), the term
limited English proficiency refers to a student: who was not born in the United States or whose
native language is a language other than English; who is a native American or Alaska native or
who is a native resident of the outlying areas and comes from an environment where a language
other than English has had significant impact on such individuals level of English language
proficiency; or; who is migratory and whose native language is other than English and comes
from an environment where a language other than English is dominant; and; whose difficulties in
speaking, reading, writing, or understanding the English language may be sufficient to deny the
individual the opportunity to meet the states proficient level of achievement on state
assessments, to learn successfully in classrooms where the language of instruction is English, or
to participate fully in the society. (Sec. 9101) (Sheng, Z., Sheng, Y., & Anderson, C. J., 2011,
p.98-103)
We Chose ELL
In our Comprehensive School Counseling class we often talk about how in our future
careers as school counselors, we will be educators first and foremost. With this is mind, we chose
to research English Language Learners and we have data that backs up our decision. English
language learners are the fastest growing segment. In the national effort to close the
achievement gap for subpopulations of students, it is necessary to understand ELL students and
the risk factors that characterize them in order to develop appropriate strategies to address the
specific needs of ELL students. Knowing that students who are ELL are the fastest growing

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population, we figured it was important to do research on this group so we can learn how to best
help and support them in our future careers. Secondly, we found that English proficiency
directly relates to academic performance and grade retention. Research has documented that ELL
students tend to perform lower based on academic measures than students who have fluent
English proficiency (e.g., Abedi 2004; Genesee et al. 2005) (p.99). With language being a
barrier for these students success, it is important to learn interventions on how to help these
students. Lastly, we know that equality is not the same as equity, and at Seattle University our
program strives to advocate for social justice. There is no equality of treatment merely by
providing students with the same facilities, textbooks, teachers, and curriculum; for students who
do not understand English are effectively foreclosed from any meaningful education (Lau V.
Nichols, 1974). This last quote shows that we need to assess the needs of students who are ELL
and provide them with the resources they need, not just the resources every child is getting.
Data on ELL
When thinking of ELL, a lot of people tend to think of people who speak Spanish, which
of students who are ELL the majority, 3,582,884 of them, do speak Spanish. However, there are
other languages and cultures we have to recognize and know that they may have different needs.
Other languages that are spoken in the United States include but are not limited to: Vietnamese
(85,252), Chinese (69,821), Arabic (51,606), Hmong (46,311), Haitian (33,835), Tagalog
(26,855), Somali (19,699), and Navajo (10,507) (National Clearinghouse for English Language
Acquisition, 2011).
In general, we know that as a country our statistics on education are up to par in
comparison to other countries, According to national statistics on the reading comprehension
abilities of students grades six through twelve, more than six million U.S. adolescents fall below

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the basic reading levels needed for high school, higher education, or workforce success. This has
been referred to as the adolescent literacy crisis (Biancarosa and Snow, 2004; Short 8c
Fitzsimmons, 2007). However, when looking at ELL, these statistics are far graver.
It is noteworthy that these gloomy statistics are reported to be even worse for English language
learners (ELL; Abedi, 2006; Abedi and Gandara, 2006; Augusta and Hakuta, 1997). Ninety-six
percent of U.S. eighth-grade students who are limited English proficient (LEP) scored below the
basic level on the reading portion of the National Assessment for Education Progress (Short and
Fitzsimmons, 2007). Furthermore, students who speak a language other than English at home
have an increased likelihood of dropping out of high school and learning lower salaries, on
average, than their non-ELL peers after graduating from high school (Short and Fitzsimmons,
2007). Hence, the adolescent literacy crisis can be seen as particularly burdensome for students
who speak English as a second language. (Neugebauer, S, 2008, p.78)
What Professionals Need to Know about ELL Students
Due to the rising number of ELL students, it is important for professionals to have a good
understanding about these students, and to have a program that includes them in the school
culture. An integration of cultural understanding implemented into schools and their teacher
training curriculum serves two purposes: to help ease bias and promote equity and to teach ELL
students effectively (Sheng, Z., Sheng, Y., Anderson, C.J., 2011). When schools programs work
under a model that does not do this, a cycle of blaming the students may occur (Surez-Orozco &
SurezOrozco, 2001). This type of system may imply a message that, ELL students are to blame
for falling behind due to their poor motivation, because they exhibit problematic behavior, or
because they altogether lack socially appropriate behavior or academic capacities (Valenzuela,
1991). Even though this may be the message that is being sent to ELL students, and the rest of

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the school population, many ELL students have families that sacrifice tremendously to provide
them scholastic opportunities, are highly dedicated to learning English, and often are highly
motivated to achieve academically (Surez-Orozco & SurezOrozco, 2001). Professionals
working with the unique population should understand their own biases about the population,
and be sure to have an understanding of the possible messages and the circumstances of those
messages they are sending these students.
Interventions, Ideas and Strategies Professionals Should Know
Schools need leaders and advocates for all students. Professionals can help with
interventions, ideas and strategies in order to work more effectively with ELL students, who are
in need of an academic program that includes them in the curriculum. Currently there are schools
still utilizing the pull out method for English instruction, consequently, during this time ELL
students are missing core subject material. Research tells us that some schools are utilizing an
inclusive curriculum, where all students, including ELL can benefit by staying in the classroom.
ELL student are supposed to have equal access to academic programs, like their English
speaking peers, and receive what necessary support they need to achieve this goal. The following
are some examples of how an inclusive model is working.
Inclusion as a Model for Social Justice
ELL students cannot benefit from the full spectrum of class curriculum, if they are pulled
out of class for English language instruction. This exclusion marginalizes students and prevents
them from reaching their best potential. It has been proven that children can excel in an Inclusion
Program. A central tenet of social justice leadership is that school leaders must act as advocates
in their schools and communities and, specifically, as advocates for the needs of marginalized
students (Anderson, 2009; Powers & Hermans, 2007; Theoharis, 2007b). Theoharis, & OToole

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(2011) report on two elementary schools, Bay Creek and Green Tree, both are involved in a
school reform that resulted in inclusive ELL services. They include:
Collaborative Programing Planning for ELL Students

In some years, the Hmong students at Bay Creek outperformed their district and state

Hmong peers on state and local measures.

On average, 50% to 60% of the Hmong students were passing the state test, in
comparison to 0% prior to restructuring.

Asset-Based Language Orientation

Principals who view language as a resource consider ELLs first language skills to be a
relevant asset that contributes not only to their learning but also to the classroom in

general (Theoharis, G., & OToole, J., 2011, p.650).

The schoolwide reform involved reconfiguring resources to create inclusive
services for all students with diverse needs at Green Tree.
The staff at Green Tree chose to adopt a coteaching approach to serve ELL students

inclusively.
Three basic service options: a dual certification model similar to Bay Creek, a

consultation model where ESL teachers work with teachers in planning and consultation
with limited teaching contact with students, and coteaching. During these meetings,
everyone who attended was active in participating and sharing ideas.

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A Dual Curriculum
The primary goal of restructuring was to serve ELL students, so that they can have the
same equities as all students with the same curriculum with an inclusive structure. In order for
Bay Creek staff to comply with state regulations and to raise their staff capacity and to
adequately meet the needs of these students in the classroom, they participated in an extensive
professional development in the area of ELL. Principal Lea arranged for an ESL professor from
the local university to offer university courses for staff member and ultimately earning an ESL
teaching certification in early childhood ESL or elementary ESL. Nearly 90% of all staff at Bay
Creek voluntarily participated. Money from CSR grant enabled Bay Creek and Principal Lea to
support this professional development for all staff (Theoharis, G., & OToole, J., 2011, p.662).
The new inclusive program Bay Creek put in place was able to replace its pullout model
of instruction for ELLs and have all ELL students receive uninterrupted, meaningful, and
targeted instruction alongside their English speaking peers in general classrooms with small class
sizes. English speaking students and ELL students are able to learn from each other, students
sharing their languages and cultures in one classroom. Where ELL students were previously
excluded from state standardized tests:

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Within 4 years of the restructuring, more than 80% of Latino students were passing

the reading and language arts state assessment.

After 8 years, more than 90% of Latino students were passing the state reading test.
Among students after 4 and 8 years and were not achieving as well as their Latino

peers, But they were performing as well as other Hmong students in the district and
the state.
Schools provide a curriculum that promotes the language development of English
language learners as well as their general academic needs.

Global Community Classrooms

School districts integrate English language learners who are recent immigrants with
the general school population, segregate them in self-contained classrooms or
schools, or find a middle ground.

Extended Time to Learn

Schools explore ways to use all available time in the English language learners'
school day, for effective instruction, including the idea of implementing flexible
student pathways.

Individual Progress Records

Schools maintain and make easily available to teachers and other key personnel
records of individual English language learners' linguistic and academic history and
ongoing progress.

Rance-Roney (2009) illustrates how secondary schools should explore options in

extending learning by allowing time for English language learners. They believe when schools
implement an extended school day, summer programs, or a bridge year after senior year, can
enable students to be ready for postsecondary demands. Furthermore, extended learning can be
established in cooperative programs between high schools and local community or four-year

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colleges. The Association for Supervision and Curriculum Development (ASCD) is the global
leader in developing and delivering innovative programs, products, and services that empower
educators to support the success of each learner. They suggest:
Schoolwide, Team-Based Support

Educators in schools assume a shared responsibility for the achievement of English

language learners.
ELL students need access to the full resources of the school. This can be
accomplished by creating a cross-disciplinary schoolwide teams that can include the
ELL specialist, content-area teachers who teach English language learners, counselors
who specialize in the needs of ELLs, key school administrators, and other staff. These
teams should organize a common planning period, meet regularly to align curriculum
and plan integrated, cross-content projects that address student concerns and monitor

student progress.
All support staff should attend some meetings to ensure that ELLs have access to an
array of learning resources and services.
References

Biancarosa, C., Snow, C.E. (2006). Reading next-A vision for action and research in middle and
high school literacy: A report to Carnegie Corporation of New York (2nd ed.)
Washington DC: Alliance for Excellent Education.
Brooks, K., Adams, S. R., & Morita-Mullaney, T. (2010). Creating Inclusive Learning
Communities for ELL Students: Transforming School Principals' Perspectives. Theory
Into Practice, 49(2), 145-151. doi:10.1080/00405841003641501
Lau v. nichols. (n.d.). Retrieved from National Clearinghouse for English Language
Acquisition (2011). What languages do English learners speak? NCELA Fact

Sheet.

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National Clearinghouse for English Language Acquisition (2011). What languages do English
learners speak? NCELA Fact Sheet. Washington, DC: Author. Available from
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10.1080/00098655.2010.538755
Suarez-Orozco, C., Suarez-Orozco, M., (2001). Children of Immigration. 1st ed. Cambridge,
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U.S. Department of Education, Elementary and Secondary Education Act (ESEA). (2001). No
Child Left Behind (Public Law No. 107110). Retrieved from
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