English Language Learners – The Impact of Language and Socio-Cultural Factors on LearningEnglish Language Learners: The Impact of Language and Socio-Cultural Factors on Learning
Lori Navarrete, Nevada State College
Silvana M. R. Watson, Old Dominion University
(Revised August 2013)
Our daily educational experiences can be enriched by learning in culturally and linguistically diverse classrooms because we learn from others whose experiences and beliefs are different than ours. We learn to communicate effectively and respectfully with individuals of varied backgroundsand then may then think twice about stereotypes, prejudices, and discriminatory behaviors because we grow as individuals, as stewards of knowledge, and as change agents. We become good citizens in a pluralistic society.
Our fastest growing diverse population in PreK-12 are English language learners (ELLs) from diverse cultures and socio-economic backgrounds. By 2030, English language learners (ELLs) will account for approximately 40% of the entire school-age population in the United States (Roseberry-McKibbin & Brice, 2013). ELL students are spread throughout the country with their proportion of the total public school enrollment varying greatly by state. In 2010, Nevada had the highest density of ELL enrollment at slightly over 31%, followed byCalifornia with 25%, New Mexico with 18.5%, and Arizona and Texas with about 15% each (Batalova & McHugh, 2010).
Educators across the country concede that too few adequate programs exist to address the needs of ELLs with disabilities (Utley, Obiakor, & Bakken, 2011; Zehler, Fleischman, Hopstock, Pendzick, &Stephenson, 2003). This InfoSheet contains information drawn from federal regulations and other relevant sources for educators seeking to address the unique needs of ELLs with academic difficulties.
Who are English Language Learners?
Almost half of all culturally and linguistically diverse PreK-12 students have limited English language proficiency and are classified as English language learners, formerly known as limited English proficient (LEP) (Goldenberg, Reese, & Rezaei, 2011). An ELLis one who has to acquire a second or additional language and culture, a process that can be very challenging. The degree of challenge will depend on the personal, experiential, and contextual factors students bring to the process as well as how well they regulate the linguistic, cognitive, social, and emotional tasks required in language and cultural acquisition (Chu, 2011; Herrera, Perez, & Escamilla, 2010; Marinova-Todd & Uchikoshi, 2011; Paradis, Genesee, & Crago, 2011).
The ELL student population is not only culturally and linguistically diverse, but also socioeconomically diverse. Some students come from families with high levels of income and schooling, while others live in poverty or below poverty and have little formal schooling. This is important to know because family socioeconomic status and education level influence the academic achievement of students (Goldenberg et al., 2011). Research indicates that low-income
ELL students are usually behind their peers from higher socioeconomic backgrounds in language and readiness skills and they need empirically validated and culturally responsive instruction (Cartledge & Kourea, 2008).
What is Involved in Acquiring a Second Language?
Acquiring a second language can be an arduous and slow process. Krashen and Terrell (1983) were the first to explore stages of second language acquisition and suggested there are five stages that an individual goes through in learning a second language: preproduction (0-6 months), early production (6 months-1 year), speech emergent (1-3 years), intermediate fluency (3-5 years), and advanced fluency (5-7 years). Many factors will influence the development of a second (or third) language such as age at arrival, first language proficiency, type of instruction including contextualized (i.e., supported by familiar situations and visual cues) and decontextualized instructional situations, and opportunities to use language (Diaz-Rico & Weed, 2006; Flynn & Hill, 2006).
Cummins (1984) differentiated between social and academic language acquisition and identified different timelines for each. Under ideal conditions, it takes the average ELL 2 years to acquire Basic Interpersonal Communication Skills (BICS). BICS involves the context–embedded, everyday language that occurs between conversational partners. On the other hand, Cognitive Academic Language Proficiency (CALP), or the context-reduced language of academics, takes 5 to 7 years under ideal conditions to develop to a level commensurate with that of native speakers. Often, many educators assume that because ELLs have achieved oral language proficiency in their second language they do not need support in school. However, research has consistently affirmed that it takes time for students to acquire a second language, at both the BICS and CALP levels, and to catch up with their monolingual peers (Marinova-Todd & Uchikoshi, 2011). Students must be exposed to rich learning environments with regular opportunities to practice language and literacy skills in the new language (Utley et al., 2011).
What is the Difference Between Language Acquisition and a Language-based Learning Disability?
Five percent of all school-age children in public schools have a learning disability. Over half of all students with a learning disability have a language-based learning disability, many with challenges in reading (Pierangelo& Giuliani, 2010). Oftentimes ELLs who are in the process of acquiring a second language will experience language and literacy development challenges similar to their peers with a language learning disability. See table below (Ortiz, 1992).