Running head: ENGLISH LANGUAGE LEARNERS

English Language Learners

EDU 744: Meeting Student Literacy Challenges
Kayla Pollak

ENGLISH LANGUAGE LEARNERS

In todays increasingly diverse world, educators find themselves with more and more
English Language Learners in the regular classroom setting. According to the National Center
for Education Statistics, in 2013, English Language Learners made up 9.2% of the United States
Public School Population, which equates to nearly four and a half million students (NCES,
2013). Ogle and Correa-Kovtun (2010) state that Reading in the 21st century demands that all
students develop high levels of literacy (p. 532). Because of the ever-growing ESL population,
educators are striving to better understand best practices for teaching English Language Learners
in an effort to ensure that ELLs achieve success in literacy.
In the article Classroom Conversations: Opportunities to Learn for ESL Students in
Mainstream Classrooms, Williams (2001) discusses the need for classroom change in response to
the growing number of English Language Learners in the United States. Williams (2001) argues
that meeting the educational needs of the growing number of ESL students has become an
increasingly important and complex concern for educators and policy makers alike (p. 750).
Williams (2001) states that it is our job as educators to examine our teaching methods and to ask
ourselves if our instructional methods and our classroom environment are supporting English
Language Learners and promoting growth, acceptance, and success.
Williams (2001) begins by discussing some of the common struggles that English
Language Learners share, one of those struggles being language proficiency. According to
Cummins (1981), there are two types of language proficiencyinterpersonal communication
skills and cognitive academic language proficiency (as cited in Williams, 2001, p. 751).
Interpersonal communication is described as cognitively undemanding and it takes roughly
two to three years for an English Language Learner to become skilled in communicating in this
manner (Williams, 2001, p. 751). However, for English Language Learners, the main struggle

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lies within academic language proficiency. Although ESL students might be fully capable of
exchanging greetings, expressing emotions, and following directions, it is foolish to assume that
those same students are skilled in higher order thinking skills such as comparing, classifying,
inferring, problem solving, and evaluating (Williams, 2001, p. 751). According to Collier et al.
(1987), it can take five to ten years in order for an ESL student to master proficiency in academic
language (as cited in Williams, 2001, p. 751). One reason for this apparent gap between
interpersonal proficiency and academic language proficiency is the difference between
conversational words and academic words (Williams, 2001, p. 751). In short, proficiency in
academic language takes longer because academic language words tend to be low frequency and
multi-syllable words (Williams, 2001, p. 751).
Williams (2001) goes on to provide classroom teachers with some suggestions for how to
best support ESL students. Allowing students to make connections between their native tongue
and the English language is not only a great way to achieve fluency and comprehension, but also
a wonderful way to promote acceptance and respect (Williams, 2001). Exposing English
Language Learners to visuals like anchor charts, graphic organizers, and hands on activities is
another way to best support their path to literacy (Williams, 2001, p. 751). Additionally,
Williams (2001) explains that English Language Learners need models in regards to reading with
fluency and expression. Reading aloud to your students each day is a simple and effective way
to promote language development (p. 753).
Williams (2001) focuses a lot on the classroom environment and the role it plays in an
English Language Learners literacy development. It is vital to the growth of each student that
teachers create a classroom environment that is warm, welcoming, and safe (Williams, 2001).
Williams (2001) suggests that in order to help students feel accepted and respected, teachers can

ENGLISH LANGUAGE LEARNERS

allow students to share their native language, encourage students to participate in classroom and
peer discussions, and continually challenge all learners, despite their level of language
proficiency (p. 754-756).
Likewise, in the article Teaching Practices for ESL Students, Curtin (2005) describes a
research study she conducted which aimed to determine effective and ineffective teaching
strategies for English Language Learners. Curtin (2005) worked closely with six middle-school
aged Spanish-speaking ESL students who were transitioning from an ESL classroom to a
mainstream classroom. During this study, Curtin (2005) observed students in all school settings,
took detailed field notes, and conducted multiple interviews with the students. According to
these ESL students, a good teacher can be defined as one who gives plenty of examples, allows
students time to understand a new concept, talks slowly and clearly, encourages flexible
grouping, and assists students during class activities (Curtin, 2005, p. 24). Unfortunately, Curtin
(2005) found that in the mainstream classrooms, the teacher did the majority of the talking,
silence was expected from all students, and there was heavy reliance on worksheets and
completed assignments from either the textbook or overhead projector (p. 24). Curtin (2005)
states that the ESL students did not like being left to work independently in classrooms where
the teacher tended to sit behind the desk and review correct answers afterwards (p. 26). The six
ESL students were very vocal with Curtin (2005) about their needs as English Language
Learners. All six students felt that in order to succeed, they needed repeated practice with
content and skills in addition to needing directions repeated more than once, in a clear and
concise manner (Curtin, 2005, p. 25).
In contrast with the mainstream classroom, when observed in the ESL classroom, the six
students were much more comfortable and relaxed (Curtin, 2005, p. 26). Instead of the teacher

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rushing through the directions once, the ESL teacher gave step-by-step directions, repeated the
directions, and clarified any confusion before having students begin the assignment (Curtin,
2005, p. 26). In the ESL classroom, students were more involved and engaged as opposed to the
passive and reluctant behavior that was observed in the mainstream classrooms (Curtin, 2005).
Additionally, all six ESL students shared the notion that mainstream classroom teachers got mad
and frustrated when asked to clarify or repeat something (Curtin, 2005, p. 25). Because of this,
the ESL students felt uncomfortable in their mainstream classroom and began to rely on one
another for help instead of their classroom teacher (Curtin, 2005, p. 25). All of this combined led
the ESL students to conclude that the instruction they received in the ESL classroom was better
than the mainstream [classroom] (Curtin, 2005, p. 26).
Similarly to Curtin (2005), in the article Supporting English Language Learners and
Struggling Readers in Content Literacy with Partner Reading and Content, Too Routine, Ogle
and Correa-Kovtun (2010) sought to discover strategies to best help the increasing number of
English Language Learners in U.S. schools. Ogle and Correa-Kovtun (2010) came across some
key findings in their research that helped them to better understand the needs of English
Language Learners. According to Allington (2007) it is imperative that students read
independently each day from appropriate leveled texts in order to increase fluency and
comprehension (as cited in Ogle & Correa-Kovtun, 2010, p. 533). Additionally, Echevarria,
Vogt, and Short (2004) found that ESL students must be given ample opportunities to talk with
their peers about academic content, in order to increase their exposure to and use of academic
vocabulary (as cited in Ogle & Correa-Kovtun, 2010, p. 533). Moreover, Almasi (2008) argues
that learning is enhanced when students ask and answer their own questions (as cited in Ogle
& Correa-Kovtun, 2010, p. 533). With these things in the forefront of their minds, Ogle and

ENGLISH LANGUAGE LEARNERS

Correa-Kovtun (2010) created a routine called Partner Reading and Content, Too (PRC2) that
encompasses proven strategies for helping English Language Learners in literacy. Essentially,
PRC2 is a routine similar to buddy or partner reading, with a few key differences. In PRC2,
student pairs have similar reading levels and interests, and the focus is on content learning
(Ogle & Correa-Kovtun, 2010, p. 535). It is important that both readers are on a similar level so
that each student feels safe and comfortable when reading aloud (Ogle and Correa-Kovtun,
2010). Additionally, unlike buddy reading, students engaged in PRC2 read two pages silently to
themselves first, before reading aloud to their buddy. This enables each reader to become
familiar with the content and academic vocabulary before having to read out loud. Each partner
is also expected to prepare a question to ask their partner, after reading their assigned page. This
promotes peer discussion with the use of academic vocabulary, which is proven to increase
learning (Almasi, 2008). The partners then switch roles, and the routine continues until the book
is finished.
The topic of best teaching strategies for English Language Learners is especially
interesting for me to research because I currently teach in a Title I school where over 50% of our
student population are English Second Language students. Williams (2001) and Curtin (2005)
both emphasize how important it is for students to make connections between their native
language and culture and their second language and culture. Curtin (2005) states that ESL
students do well academically if learning connects with both background and culture
simultaneously (p. 22). Likewise, Williams (2001) argues that in order to help students make
those connections, teachers can draw attention visually to Spanish cognates for Hispanic
students, start a classroom cognate wall or dictionary, and activate background knowledge (p.
751). I agree that these are beneficial strategies for ESL students because they have been

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immensely helpful in my own classroom amongst my English Language Learners. When going
over the new vocabulary words for each week, my class discusses the Spanish cognates for each
word, if there are any. Often times my ESL students are very eager to use the Spanish cognate in
a sentence and then the English word in a sentence. I have found that inviting them to share their
native language with the class helps build their self-esteem and further validates the language
and culture of native Spanish speakers (Williams, 2001, p, 753).
Likewise, the articles by Williams (2001) and Ogle and Correa-Kovtun (2010) both speak
to the importance of student involvement. Williams (2001) states that In the classrooms where
students were engaged as productive learners, there was an intersection of involvement,
challenge, success, collaborative learning, and an understanding of diversity (p. 756). Williams
(2001) argues that in order to create a safe classroom environment, teachers should structure
classroom activities that allow choice and numerous opportunities for practice and interaction
(p. 756). Ogle and Correa-Kovtun (2010) seemed to have this idea of community building and
repeated practice in mind when they came up with the PRC2 routine. Ogle and Correa-Kovtun
(2010) insist that partner reading and talking is more secure and affords all students in a class
daily opportunities to talk about academic content (p. 535). In the PRC2 method, students are
encouraged to choose a book of common interest and reading level, which gives students the
opportunity and power to choose and interact with one another (Ogle & Correa-Kovtun, 2010).
Additionally, in PRC2, students [participate] in oral discussion with their partner stimulated by
the question the reader asks. This is when both partners have the opportunity to own more of
the academic vocabulary and concepts by using them in their talk (Ogle & Correa-Kovtun,
2010).

ENGLISH LANGUAGE LEARNERS

All three articles re-affirm my idea that in order to best help ESL students, teachers need
to help make connections to languages and cultures in addition to providing opportunities for
meaningful content based peer discussion all while creating a safe, welcoming classroom
environment. Williams (2001) states that in classrooms that are dominated by worksheets and
little instructional interaction, ESL students are at a double disadvantage. They often sit silently
in these classrooms while teachers talk and their language and academic development are
therefore impeded (p. 753). The authors of these articles have confirmed my idea that ESL
students need exposure to books, new vocabulary, and meaningful social interaction in order to
grow academically. Williams (2001), Curtin (2005), and Ogle and Correa-Kovtun (2010) have
all done a terrific job in proving that classroom environment plays a large role in an ESL
students growth in literacy. I myself am a true believer that ones environment has a big impact
on self-esteem, involvement, and performance. Williams (2001) argues that The emotional
climate of a classroom is of extreme importance in fostering academic progress (p. 755). In
order to best help the growing number of English Second Language Learners in our classrooms,
it is imperative that we, as educators, expose our students to rich texts, engaging conversations,
and comfortable environments that promote learning and growth.

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9
References

Allington, R. L. (2007). Intervention all day long: New hope for struggling readers. Voices from
the Middle, 14(4), 7-14. Retrieved from https://une.idm.oclc.org/login?
url=http://search.proquest.com.une.idm.oclc.org/docview/213930500?accountid=12756

Almasi,J.F.(2008).UsingQuestioningStrategiestoPromoteStudents'ActiveDiscussionand
ComprehensionofContentAreaMaterial.ContentAreaReadingandLearning.

Collier, V. P.. (1987). Age and Rate of Acquisition of Second Language for Academic Purposes.
TESOL Quarterly, 21(4), 617641. http://doi.org/10.2307/3586986

Cummins,J.(1981).TheRoleofPrimaryLanguageDevelopmentinPromotingEducational
SuccessforLanguageMinorityStudents.SchoolingandLanguageMinorityStudents:A
TheoreticalFramework.

Curtin, E. (2005). Teaching practices for ESL students. Multicultural Education, 12(3), 22-27.
Retrieved from https://une.idm.oclc.org/login?
url=http://search.proquest.com.une.idm.oclc.org/docview/216512419?accountid=12756

Echevarra,J.,Vogt,M.,&Short,D.(2004).MakingcontentcomprehensibleforEnglish
learners:TheSIOPmodel(2nded.).Boston,MA:PearsonEducation.

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NationalCenterforEducationStatistics(NCES)HomePage,apartoftheU.S.Departmentof
Education.(n.d.).RetrievedMay14,2016,fromhttp://nces.ed.gov/

Ogle, D., & Correa-Kovtun, A. (2010). Supporting english-language learners and struggling
readers in content literacy with the "partner reading and content, too" routine. The
Reading Teacher, 63(7), 532-542. Retrieved from https://une.idm.oclc.org/login?
url=http://search.proquest.com.une.idm.oclc.org/docview/203282606?accountid=12756

Williams, J. A. (2001). Classroom conversations: Opportunities to learn for ESL students in

mainstream classrooms. The Reading Teacher, 54(8), 750-757. Retrieved from
https://une.idm.oclc.org/login?
url=http://search.proquest.com.une.idm.oclc.org/docview/203275419?accountid=12756