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A new perspective: Why is the title of 'English-Language Learner' so important?
In today's society, the term "English-Language Learner" (ELL) is becoming more and more important, especially in English-speaking countries such as the United States and Canada. ELL refers to those who are learning English but whose native language is not English. The use of this title not only reflects the identity of the learners, but also symbolizes their efforts and progress in language learning.
The introduction of the term ELL marks a new understanding of the learning process of these students. They are not only learners with insufficient language skills, but also proactive language learners.
Historical background
The term "English Learner" was first proposed by Mark LaCelle-Peterson and Charlene Rivera in a 1994 study. They believe that ELL students are those whose native language is not English, including students with weak and strong language skills. The introduction of this term allowed people to focus more on students' learning process rather than their language barriers.
Teaching mode
There are many different models of education for ELLs, which vary based on curriculum goals and available resources. Some researchers describe these patterns as a spectrum from monolingual to bilingualism. In the Fast-track program to promote English, students are encouraged to use English as quickly as possible, with almost no native language support provided. In contrast, transitional bilingual programs use the student's native language during the early stages of learning and then transition to instruction in English.
Many studies have shown that teaching methods that combine language proficiency with academic content learning are helpful for the learning and growth of ELL students.
Potential challenges
Although the learning and development of ELL students are valued, they still face many challenges in actual teaching. For example, assessment bias, teacher bias, and cultural differences may affect the learning results of ELL students. Under the Every Student Succeeds Act passed in 2015, all ELL students in public schools are required to be assessed in multiple language areas, but current assessments are often not consistent with the cultural and linguistic backgrounds of these students.
The role of teachers
Teachers play a vital role in the learning process of ELL students. Research shows that about 45% of American teachers have ELL students in their classrooms, but many teachers have prejudices against ELL students, believing that they are not working hard enough or are faulty themselves. Improving teachers' professionalism and understanding of ELL students will help improve students' learning environment.
Through cultural understanding and respect, teachers can create an inclusive and diverse learning environment to promote the learning of ELL students.
Teaching Practice
Through some carefully designed teaching activities, ELL students can gradually improve their language skills in subjects such as science. For example, research shows that integrating language skills with academic content can advance students’ learning and enhance their understanding in more meaningful ways.
Conclusion
In short, the use of the term "English learners" not only emphasizes the language mastery process of these students, but also reflects society's new understanding of their identities. Each ELL student has a different background and learning needs. Educators should develop appropriate strategies to support their growth based on these differences. In this diverse society, how should we promote communication and understanding from different cultural and linguistic backgrounds to build a more inclusive learning environment?
