Shared Responsibility: Achieving Success with English-Language Learners

Abstract

VER-INCREASING numbers of Eng lish-language learners (ELL students) arrive at the doors of U.S. public schools each year. They present myriad challenges for the educators who must serve their needs. Administrators worry about comply ing with federal and state accountability standards and face a number of difficult questions: do we fairly assess students with limited English skills using the instruments developed by the state? What happens to our accountability ratings if large numbers of students arrive with limited experience with formal education and have to take the tests? can we find highly qualified ESL (English as a second language) teachers with certification and experience? Teachers who are not well prepared for ELL students struggle to address their needs in the classroom: can I teach the students if I don't speak their language? What do I do when the students don't understand? Even the types of programs offered by districts and states to serve these students frequently come under fire. A great deal of energy is expended selecting and defend ing the model used: Should it be lateor early-exit bi lingual, dual language, or English immersion? Often, too little attention is paid to improving the quality of what is available: Are personnel, resources, and facili ties used in the best possible way? If not, what can be done differently? When schools and districts begin to reflect on how best to address the needs of ELL students, they should first consider the prevailing attitudes in the school sys tem toward those who are learning English as a second language. The goal of any district should be an eco logical approach rather than a medical model. That is, students who arrive from other cultures with other lan guages should be viewed as assets rather than liabili ties.' If myths and misconceptions about those learning a new language are accepted, the type and quality of instruction for ELL students can be adversely affected. Teachers who adopt an ecological approach take the initiative to learn how to address the needs of diverse learners in their mainstream classrooms. They don't expect the ESL teacher to fix them first. If you often hear such comments as How can he be gifted if he doesn't even speak English? or She's ESL! She can't be in an honors class, it is unlikely that ELL students will be well represented in programs for the gifted and talented or in honors and advanced courses. As a re sult, the long-term educational opportunities for ELL students will not be equal to those of their English-speak ing peers. In the medical model, the wealth of experiences stu BETSY LEWIS-MORENO is an ESOL/Literacy Specialist at Hong Kong International School.