Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?

Esther Some-Guiebre

doi:10.5539/elt.v9n1p33

Abstract

<p>This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the children have been confronted to several linguistic, social, cultural, and economic challenges that slowed down their academic progress and achievement. This paper uses Krashen’s (2005) discussion on language acquisition to argue that specific classroom practices can hinder the literacy development of immigrant children. The data used for this discussion was collected through the observation of a 5<sup>th</sup> grade classroom, informal conversations with two French speaking African students and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers.</p>

Highlights

The issues regarding English language learners in the United States have received some significant attention in the literature of the academic achievement of immigrant children
This study examines the interaction between African immigrant students and their mainstream teachers
The data used for this discussion was collected through the observation of a 5th grade classroom, informal conversations with two French speaking African students and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers

Summary

Introduction

The issues regarding English language learners in the United States have received some significant attention in the literature of the academic achievement of immigrant children. This paper examines the extent to which classroom practices promote or hinder the literacy development of two immigrant students from French speaking African countries. The argument is that classroom practices often hinder literacy development as mainstream American teachers are scarcely prepared to teach English language learners (ELLs) (Nieto, 2002) which makes it difficult to adjust instruction and make it accessible to their immigrant students (Harklau, 1994). The second one, was starting her third year of schooling in the United States and spoke English fluently. She was yet to develop the academic language which according to Verplaetse and Migliacci (2008) takes about 5 to 10 years. The study explored their classroom activities with the expectation of unravelling the difficulties faced by immigrant students in developing literacy in English as a second language

Methods

Results

Conclusion