English Leaners in the Classroom

Entering the Room

Students learning a new language are combating a lot of barriers when they enter the classroom. Who will I talk to? What does the school day look like? Where can I find the bathroom? These are just a few questions that may run through their minds. It is our job as educators, to be their advocates. To ensure that they feel safe and comfortable entering our classrooms. Rojas (2017) discusses how developing strong relationships with students and creating classroom environments that promote social and emotional growth are part of a teacher’s roll. We must make it a priority to make sure all students feel safe and secure while at school.

Many times, these students will first experience a silent period. This is typical for students who are new to a country or even new to a school. Dr. Chiuulan (2023) discusses the silent period that English learners experience and explains that although this is a time where students may not say much, it doesn’t mean that they are not taking in information. Take the time to get to know your students and their interests. Use basic language and motions that they will understand. Give them a tour of the school and explain how to ask for help. In the long run, this will help out tremendously. And remember, just because these students may not be speaking doesn’t mean that they are soaking in all of their surroundings.

Connecting with Families

A major aspect of having English learners in your classroom is their families. Taking the time to make them feel comfortable and understood is critical. There are times where educators may feel like a lack of family involvement may mean that they don’t care. This couldn’t be further from the truth. The matter of fact is that sometimes families don’t know how to involve themselves or if they are even welcomed into the classroom. Invite them in to observe! Invite them to participate! And take the time to talk with them about their values, backgrounds, and experiences. This will go such a long way when it comes to ensuring success for students. Many times these families can add so much to the classroom and want to be involved.

Differentiating for Needs

If you are a new teacher, or a teacher who may not have much experience with English learners in the classroom, you may be asking yourself how to meet all of their needs. Their language proficiency may vary. This does not mean that they cannot be successful.

One way to ensure success for students who are learning a new language is to practice consistent vocabulary development. Cummings (2001) goes into detail about the difference between communicational language and academic proficiency. Students can learn communicational language much faster than academic language. They learn this by interactions with their peers, time spent playing on the playground, or conversations at the lunch table Take the time each day to front load and practice new academic vocabulary. When you’re reading a new story to the class, pull a small group to introduce new terms to your English leaners. Practice with them using visuals and real life examples. During math class a teacher can use motions to help build understanding for new terminology. All of these strategies will help students learning a new language feel more comfortable with new skills.

Books written in their home language are also extremely beneficial. Many can be found in English and a first language. Try taking the time to read a story aloud first in English and then in the first language. This can help build a strong understanding and connect the two languages.

These students deserve a safe and inviting environment where they can thrive! It is our job as an educator to create this. If you are unsure of a strategy, a skill, or how to connect, reach out to colleagues, take the time to research, and build relationships with families! There is so much to offer and bring into your own classroom. And never forget the impact of a strong relationship.

References

Deyoe-Chiuulan, R [Video Lecturer]. (2023). Part 3: Language Acquisition and Development. The American College of Education. Page 1.

Cummins, J. (2001). Empowering minority students: A framework for introduction. Harvard Educational Review, 71(4), 649-675. https://go.openathens.net/redirector/ace.edu/login?url=https://www.proquest.com/scholarly-journals/empowering-minority-students-framework/docview/212261679/se-2

ROJAS, L. (2017). Teachers Matter: The Teacher’s Role in Increasing Working-Class Latina/o Youth’s College Access and Empowerment. Teacher Education & Practice, 30(3), 403–424.