Hispanic English Language Learners

Abstract

Hispanic English Language Learners (ELLs) represent an increasing proportion of the elementary and middle school enrollment. As a result, teachers are more likely than ever to have ELLs in their classrooms. Policymakers are now more than ever calling for improved academic literacy development and performance for all students. There are effective practices that are recommended for those trained to work with ELLs. Teacher modeling along with a wide variety of assessments can be beneficial for ELLs. There is also the emphasis on reading, writing, and classrooms with learning centers. These practices can help teachers be better prepared to serve all of their students including ELLs.

Literacy Development Needs of Hispanic English Language Learners

Many Hispanic children begin attending school with little or no English proficiency whatsoever. They in turn are referred to as English Language Learners (ELLs). The majority of these ELLs have many things in common. Most of their parents are poorly educated and have a fairly low family income. They live in communities where many other families are struggling, and they attend schools that are predominantly minority and underachieving. Policymakers have now begun to further understand what the significance of this gap between ELLs and mainstream students really means: something must be done to help these children. Improved literacy development for ELLs begins with getting to know the student. It is important that the teacher understands where the child is coming from in order to better teach him/her. Various reading and writing techniques can stimulate the young ELLs ability to understand the English language. Research has also shown that ELLs working in groups or in classrooms that utilize learning centers, have a higher chance of succeeding compared to ELLs that are not in the same room conditions. Using these tools can help teachers meet the literacy needs of Hispanic ELLs.

Understanding the Students Background

It is imperative that a teacher become familiar with their ELL students. The more a teacher learns about where their students come from, the easier his/her job will be. Much can be learned about the student’s learning habits by just getting “…acquainted with his past school and home experiences” (Delgado-Gaitan, 2004, p. 15). Learning a few Spanish phrases can also mean a great deal to Hispanic ELLs. Doing simple gestures can show that the teacher respects and values their language (Building Partnerships, 2007). Family is often the cornerstone of most Hispanic ELLs; therefore, understanding the family structure may help in gaining the trust of not only the student, but their family.

Techniques for ELLs

There are a variety of books and journals that have been written about techniques used to teach ELL students. Everyone agrees that the first step in an ELLs journey towards English literacy begins with simple grammar principles. In their book, Word Matters, Pinnel & Fountas state that kids “need to become aware of the sounds of language, to enjoy those sounds, and to use this knowledge as a tool in becoming literate” (1998, p. 3). Word knowledge is also something that can be taught by using simple English as Second Language (ESL) strategies (Slavin, 2001). Teachers can use hand gestures or pantomime in order to get their ELL students to be more effective in identifying certain objects. Word walls have also become a very effective tool in helping ELLs achieve literacy. Word walls help ELL children be more effective in identifying words and letters. The same word walls, according to Richard-Amato (2003), can make learning interesting and exciting. Various skills that prepare ELLs to read can be fun to learn. Projects like classroom newsletters can be very instrumental in helping ELLs develop their reading and writing skills. Irene Cuyun states that “…a classroom newsletter helps ELLs develop their language skills, and it can help a class work together” (Latino Early Literacy Development, 2005). Teaching ELLs is not easy, however, using the wide variety of techniques and effectively executing them can help ELL students.

Cooperative Learning

Cooperative Learning is very beneficial for ELLs. Cooperative Learning activities can also promote peer interaction, which can help the ELLs ability to develop the language faster. One of the activities that Slavin (1995) believes is very effective is to start cooperative learning with pairs instead of whole teams. Starting with pairs can help ELLs work more effectively in such activities as roundtable, writearound, and other reading and writing skills. The roundtable activity consist of