Even though the number of English learners is increasing, our preparation as teachers to help language learners lags behind where we need to be:
"These demographic changes have led to an increased demand for teachers who are able to effectively address the needs of ELL students in classrooms (Hill and Flynn 2004) and ensure that ELL students have the same opportunity to learn as their native English-speaking peers (Herman and Abedi 2004). However, data from the National Center for Education Statistics (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics 2002) reveal that the majority of teachers have not been trained in ELL-specific strategies. For example, in 2002 41 percent of teachers in the United States reported teaching ELL students but less than 13 percent reported receiving professional development related to the needs of this student subgroup. Teacher training and professional development in ELL-specific strategies have the potential to influence the skills and knowledge that teachers bring to their work—and ultimately improve student achievement"
(Arens, S. A., Stoker, G., Barker, J., Shebby, S., Wang, X., Cicchinelli, L. F., & Williams, J. M. (2012). Effects of curriculum and teacher professional development on the language proficiency of elementary English language learner students in the Central Region. (NCEE 2012-4013). Denver, CO: Mid-continent Research for Education and Learning.)
What does this mean? We need to educate ourselves about what research says about language learning. This website's blog is organized around common questions and sound research that will help you to learn about English as a Second Language. Dive in!
Everyday ELL is now Every Language Learner.