Abstract
Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.
TopQuestions For Classroom Discussion
- 1.
Would you have done anything differently than the author and his team did for the ELL student? Please explain your answer.
- 2.
What other resource(s) could the author have utilized to fully understand this student and his academic struggles?
- 3.
Do you think involving the parents/guardians would have been helpful in this process?
- 4.
Imagine your first day at a school where you are one of a few or the only student who speaks English. What would you do and imagine how you would feel?
- 5.
Research “submersion and immersion”. Write a compare/contrast paper and support which one you believe would be most effective based on what you read about each.
Key Terms in this Chapter
Learning-Delayed ELL Student: A learning delayed student can often be mistaken, on the surface, as simply an LEP student. The main difference can be seen when the student has the same difficulties in both English AND their native language. When determining the difference, it is critical to go through a thorough, accurate evaluation process. How much instruction in English has the student had? Have they always struggled in school with academics? How different are the sounds (phonics) in the native and English languages?
Sheltered English Instruction Model: Sheltered Instruction Operational Protocol (or SIOP) is an approach to teaching English Language Learners that integrates language and content instruction. SIOP has two goals in mind: (1) to provide access to grade-level content, and (2) to increase or promote English language development (Echevarria et al., 2015 AU13: The in-text citation "Echevarria et al., 2015" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Language-Limited ELL Student (Also Called Limited English Proficient LEP): A language-limited ELL Student is a student whose first language is not English. Some characteristics of a language-limited ELL student can be a high difficulty speaking, reading, writing, and/or understanding English.