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Alyssa Petrino

ELD-308

Teaching English Language Learners

Being a teacher in the twenty-first century presents many challenges. There are changes

being made every day and there are many obstacles teachers must work through in order to

create an effective and welcoming learning environment. One change that is taking place across

several districts in the country is the rising number of English language learners. Teachers must

be prepared and understand how to teach students that are English language learners, so these

students are able to succeed.

There are several important components to teaching English language learners. The first

important component that caught my eye in the book, English Language Learners: The Essential

Guide, by David Freeman and Yvonne Freeman, was the title of the first chapter, “Know Your

Students.” (Freeman, 12). As a teacher, this is the most important thing you can do. Knowing

your students informs instruction and allows you to understand what your students need as

learners. Through classroom observations and readings, I have learned the importance of this

statement. My cooperating teacher knows each student very well and uses her students' strengths,

needs, likes, and dislikes for directing instruction. (Freeman, 2007)

This statement is especially true when teaching English language learners. Just like every

student, English language learners are all different and have different learning modalities. In

order to give these students the proper education, a teacher must know who these students are

and how to use their strengths to improve their needs. This also creates a personal connection
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between a teacher and student, which allows the student to grow as a learner. In my classroom, I

will get to know my students, so I better understand their strengths and needs as well as their

likes and dislikes. If a teacher does not know their students, then instruction becomes more

difficult and less effective. Also, the material will most likely not connect to the students’ lives.

(Freeman, 2007)

Material that connects to the students’ lives is the second component that I found very

important for when teaching English language learners. Connecting class material to students’

lives is always an effective teaching strategy, especially for English language learners. These

students can have a difficult time adjusting to a new life, school, or classroom. By knowing your

students and what they enjoy, a teacher can create lessons that are meaningful to the students. In

my classroom, I will provide students with lessons and materials that relate to their lives, so they

connect with the material they are learning. When a student can connect with the material being

presented, they are more eager to learn because they are able to relate to the material. (Freeman,

2007)

Many students leave school because they find it boring. Teachers need to understand how

to connect lessons with students’ lives. Without these connections, students do not understand

why they are learning the material. They are not as successful as they could be if they knew the

reasoning behind what they are learning. A couple different ways to relate instruction to English

language learners is by allowing these students to use their primary language when they speak

and write, and providing these students with materials in their primary language or even

bilingual books. This is the third component that I found interesting for when teaching English

language learners. (Freeman, 2007)

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Allowing students to use their primary language, especially when writing, allows these

students to effectively use their time in the classroom. These students can write about what they

understand in the classroom, as there are English-language interactions taking place. This allows

them to demonstrate their knowledge in their primary language, as they discover the English-

language taking place around them in the classroom. An example of this would be the strategy,

“Preview/View/Review”, in which students are given an overview of the lesson in their primary

language. Then, a lesson or activity is taught in English. Last, the key ideas are summarized in

the student’s primary language, but they report back in English. Freeman states, “Students are

given access to the academic concepts they need to know and, at the same time, acquire

English.” (Freeman, 93) I agree with this statement, and also, it promotes the student’s culture in

the classroom. (Freeman, 2007)

Having bilingual books is also a great way to represent culture and diversity in the

classroom. Students can learn how to either write or talk about the book in English, since the

book was also written in their primary language. Therefore, they are able to read the book in

their primary language, and this will then guide them with discussing the contents of the book in

English. A student’s language is a part of their culture, and this should not be taken away from

them. Freeman and Fountas and Pinnell both believe that diversity must be embraced and valued.

I agree with this and allowing students to show their cultures, allows them to express who they

are. This expression is important in a student becoming familiar and comfortable in their

classroom environment. This also keeps students engaged, so they are learning the English-

language they are immersed in. Also, students are given reasons to use the English language they

are learning. This is the fourth component I found interesting when teaching English language

learners. (Freeman, 2007) (Fountas and Pinnell, 2001)

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These students should be taught language through content, so they are developing

English proficiency and academic knowledge/skills. Teaching language first, then content, is

time-consuming and not as effective as teaching language through content. However, during the

beginning of language development, the content is reduced and then progressively becomes more

challenging. Like Freeman stated, “When teachers consciously teach both language and content,

ELLs benefit.” (Freeman, 160) I believe this is very important for students that are English

language learners because academic proficiency for these students can take some time, so this

theory of language through content gives students a “head-start.” (Freeman, 2007)

Students also find reasoning behind what they are learning and need to use the English

language they are learning. Instead of the students memorizing key words of the English

language, they are finding meaning that helps them remember the English language. Students

can become bored and resistant to memorizing many different words because they feel it is a lot

of work and not very effective. This can be seen in students in varying grade levels. However,

teaching language through content motivates students to work hard academically. English

language learners need to develop academic language in order to be successful in school.

Teaching language through content allows these students to be immersed in the English

language, which improves their knowledge and understanding of the English language and its

functions. (Freeman, 2007)

English language learners benefit in classrooms that are open to culture and diversity and

that allow each student to express themselves in their own unique way. Every student is different

and has different strengths and needs. A teacher must know their students and use their students’

strengths in guiding them with success. Providing students with the proper materials allows

students to find reasoning behind what they are learning because the material relates to their
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lives. This is especially important for English language learners because they are learning the

English language and functions through classroom discussions and materials. These students

deserve the same opportunities as any other student. This is why it is important to have an

understanding of English language learners and the proper teaching methods for these students,

in order to guide these students with being successful not only academically, but socially and

emotionally as well. Because of this, I found discussing this professional text to be helpful for

my teaching career.
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References

Freeman, David, and Yvonne Freeman. English Language Learners: the Essential Guide. New

York: Scholastic, 2007. Print.

Fountas, Irence C., and Gay Su Pinnell. Guiding Readers and Writers Teaching Comprehension,
Genre, and Content Literacy. USA: 2001. Print