Creating Meaningful Contexts in Schools for English Language Learners

Abstract

In this chapter, Min Hong explores a series of problems that English Language Learners encounter in schools and shares strategies and solutions to make learning more purposeful for them. She launches her chapter by asking the question: How do we create meaningful contexts in schools for young English Language Learners? Hong writes that as schools focus more on test scores, they tend to move away from the social curriculum, especially for young children. This, then, creates fewer opportunities for English Language Learners to access and learn a new language in meaningful contexts. She continues the discussion by sharing personal anecdotes as an English Language Learner herself as well as scenarios of young English Language Learners who were easily “misdiagnosed” and labeled “at risk.” The chapter ends with perspectives and possible solutions that are both realistic and attainable as schools continue to support fair and equitable treatment of English Language Learners in schools.