English Language Learners (ELLs) are students whose primary language is not English and who are in the process of learning English. These students require specialized instruction to develop proficiency in English, both for social communication and academic success. Often coming from homes and communities where English is not the primary language, ELLs bring diverse linguistic and cultural backgrounds to the classroom. Educators recognize that these students need tailored teaching methods to thrive academically while they are simultaneously acquiring a new language.
Several terms are used to describe English Language Learners, often interchangeably, which can sometimes cause confusion. You might hear terms like English Learners (ELs), Limited English Proficient (LEP) students, non-native English speakers, language-minority students, or emerging bilinguals. While some districts and states may differentiate slightly between terms like English-language learner and limited English proficient student for classification purposes, it’s widely accepted, including by the federal government, that these terms essentially refer to the same student population: those who have not yet attained full proficiency in English. Therefore, when discussing or researching this student group, it’s crucial to understand the specific definition being used within that particular educational context. These terms can be used generally, or technically to designate students needing specialized educational services due to their linguistic needs.
Generally, an English Language Learner is a student who does not yet possess the English language skills necessary to fully participate in everyday life within an English-speaking society, or to reach their academic potential in educational settings where English is the primary language of instruction. The identification process for ELLs typically involves a formal English language proficiency assessment. This assessment usually covers reading, writing, speaking, and listening comprehension. Students who score below a certain threshold on these assessments may be enrolled in programs designed to support their language development, such as English as a Second Language (ESL) programs or dual-language education programs.
It’s also important to remember that the ELL designation isn’t always permanent. Students who were once classified as having limited English proficiency can, and do, achieve English proficiency. However, even after transitioning out of ELL programs and into mainstream English-only classes, these students might still benefit from continued support, particularly with academic language – the specialized vocabulary and language structures used in academic settings. Recognizing this, federal guidelines mandate that schools receiving funding for ELL programs monitor the academic progress of former ELLs for up to two years after they transition to ensure they receive appropriate academic support.
The Growing and Diverse Population of English Language Learners
English Language Learners represent the fastest-growing demographic within schools in the United States. This population is incredibly diverse, encompassing a wide array of languages, cultures, ethnicities, nationalities, and socioeconomic statuses. While many ELLs are born in the United States, they often come from families where parents or grandparents are immigrants and speak their native language at home.
ELLs may also face significant challenges that can impact their learning journey. These challenges can include poverty, family instability, or uncertain immigration status. Some ELLs are recent immigrants or refugees who may have experienced trauma, war, social unrest, persecution, or significant disruptions to their education. A particularly vulnerable subgroup is Students with Interrupted Formal Education (SIFE). SIFE students, often adolescents, may have had limited or no prior schooling and may be dealing with medical or psychological issues related to their experiences.
Unfortunately, data indicates that, on average, ELLs tend to perform less well than their native English-speaking peers on standardized tests. They also have a higher dropout rate and are less likely to pursue higher education. Within schools, ELLs are disproportionately enrolled in lower-level courses and may be taught by less experienced teachers who may lack the specialized training and resources needed to effectively teach English Language Learners.
Educational Reform and Approaches for ELLs
The increasing number of ELLs in public schools, combined with the unique educational challenges they face, has driven significant changes in curriculum development, instructional practices, assessment methods, and teacher preparation. States and national educational organizations have developed standards specifically to guide ESL curriculum and instruction. Educational materials tailored for ELLs are becoming increasingly common in mainstream academic courses.
Assessment methods have also evolved to more accurately measure the academic progress of ELLs. Many states now utilize the ACCESS assessment, developed by the World-Class Instructional Design and Assessment (WIDA) consortium, to identify ELLs, place them in appropriate programs, and monitor their progress in English language acquisition and academic learning.
Teacher training programs and certification requirements are being updated to include essential skills and knowledge for teaching ELLs. Many states and accrediting bodies now require teachers to have formal training in instructing English Language Learners. Schools with large ELL populations often prioritize experience, specific credentials, and training related to ELL education during the hiring process.
While numerous instructional models and support strategies exist for ELLs across the United States, three main approaches are commonly used:
- Dual-Language Education: Also known as bilingual education, dual-language programs use two languages for instruction. These programs aim to develop English proficiency, content knowledge, and academic language skills simultaneously in both languages. Different dual-language models exist, each with specific instructional goals, but the overarching aim is often to foster bilingualism and biliteracy.
- English as a Second Language (ESL): ESL programs focus specifically on teaching English to students whose native language is different. These programs utilize specialized techniques and curricula designed for language acquisition. ESL is an English-only instructional model that aims to develop both English language skills and academic understanding concurrently. Other terms for ESL include English for Speakers of Other Languages (ESOL), English as an Additional Language (EAL), and English as a Foreign Language (EFL).
- Sheltered Instruction: Sheltered instruction groups ELLs together to learn both English and academic content at the same time. This can occur within a mainstream school setting or in separate academies or buildings. Teachers in sheltered instruction programs receive specialized training in sheltered instructional techniques, which may require specific licensure. Various sheltered instruction models and adaptations exist.
Ongoing Debates Surrounding English Language Learners
The education of English Language Learners is sometimes intertwined with sensitive and often politically charged issues, such as citizenship, the role of English in society, immigration policy, and access to social services for non-citizens. This context sometimes leads to debates about ELLs and the most effective ways to educate them. For example, some states have “English-only” laws, and some regions have seen referendums that restrict dual-language instruction.
At the heart of these debates are often questions of fairness and cultural identity. Critics sometimes argue that using languages other than English in public schools (outside of foreign language classes) undermines English as a unifying language and culture. While bilingualism itself is not usually opposed, some argue that non-English instruction can hinder or slow down English language acquisition. However, a growing body of research suggests that developing literacy skills in a student’s native language can actually support and enhance English language learning.
While there is broad consensus that ELLs should become proficient in English, disagreements often arise regarding cultural assimilation. Those who prioritize assimilation tend to favor English-only approaches, while those who advocate for acculturation emphasize the value of maintaining bicultural identities and developing bilingualism. Furthermore, because ELL programs and dual-language education may require additional resources, funding, and staffing, debates about resource allocation and equity can also emerge.
For more in-depth information, you can explore resources on dual-language education (for debates about non-English instruction), multicultural education (for discussions about cultural education and assimilation), and test accommodations and test bias (for debates related to assessing ELLs). Understanding “what is an English language learner” requires acknowledging both their unique needs and the broader societal context in which their education takes place.
