The article English-Learners Aren’t ‘Perpetually Struggling,’ We Just Aren’t Gauging Their Progress, StudyFinds by Sparks ignites the questioning in the concept that “English-learners are perpetually really struggling and schools are perpetually failing to serve their needs”. According to a study recently performed by Michael Kieffer and Karen Thompson, we need to really start looking at the data from language-learners who have already shown proficiency in the English language (Sparks). The gap isn’t as severe as once believed. This study founded that “student who have attained English proficiency normally are not counted in studies of the ELL achievement gap” (Sparks).
This article stresses the importance of proper classification of ELLs and doesn’t know the reasoning for the student improvement, but it’s probably from many things. For example, teachers are now better trained to support these types of learners in their classrooms. When I was completing my undergraduate degree, I had to study in several courses of English-Language Learning and Special Education, and this was for a degree in Secondary Education: Mathematics. At the time, I felt frustrated at all of these extra mandated courses for my degree because I was teaching math, why did language matter? Being in my early twenties, I was very naïve to how students actually learned. I will admit how wrong I was… The importance of communication and expression in my tone would make such a difference to learners, especially struggling students.
Another thing that has changed how successful students can be in the classroom today is the ability to use technology in and outside of the classroom. Students have the ability to use digital resources such as YouTube, translators for content, and programs to help remediate mathematics and language building skills. These skills could be what’s helping to improve language proficiency, but more research will be necessary to prove it.
Sparks, S. D. (2018, June 12). English-Learners Aren't 'Perpetually Struggling,' We Just Aren't Gauging Their Progress, Study Finds. Retrieved June 13, 2018, from http://blogs.edweek.org/edweek/inside-school-research/2018/06/English_language_learners_multilingual_national_tests.html
Hi Tabitha,
ReplyDeleteI found your blog interesting, and it had some parallels with some articles I read this week as well. I graduated with a Master's in Library Science in 2005. At the time, I believe I took one class that was agricultural but no ESL or L2 classes. I have never worked in an area where there is a big population of ESL or L2 students, but I have always had at least two.
This is the first ESL course I have had. I have had several special education courses, and some of what I learned can be applied towards my ESL learners, such as the Universal Design of Instruction, building in supports so that all students are successful.
Your comment about technology is very true. It makes supporting our L2 learners, our special needs students, gifted students, and regular education students more manageable.
On that note, I read an article this week that spoke about the research being conducted into education technologies to see which are really effective. If a district is going to invest in expensive educational technologies, they should know for certain that these technologies will help our students achieve success. My district tends to research and promote free educational technologies, and these are always the first ones I gravitate to. However, if I really like the tool, and there is a paid version that is worth the extra features, I tend to invest in it.
Great blog, thanks for sharing!
Melissa