1

We seem to think that if we test these kids more, the answer will appear. These
students do not need more testing; they need the best teaching strategies
available.
Margaret L. Bonanno

2

Traditionally, students with special needs, including ELLs, are removed from the general
education classroom for extended periods of time, resulting in a disconnected instructional
experience, lack of increased achievement, and no sense of belonging.

Problems
-Too few special education teachers have been trained in English language acquisition and lack
the skills needed to help their ELL students;
-The misguided belief by some that once CLDE (culturally and linguistically diverse students
with exceptionalities) students receive assistance in special education, all of their needs can be
met by special educators;
-Overrepresentation of bilingual students in special education;
-The traditional assessment process cannot adequately distinguish between language acquisition
and learning disabilities;

Current Issues
-The current wide variance in the roles of ESL teachers in different setting;
-The limited number of ESL-trained specialists;
-The existing ambiguity surrounding the role and status of ESL teachers;
-The results of variation in teacher preparation and credentialing systems currently in place
around the country;




3

As public schools move headlong into teaching new, more rigorous standards in reading,
math and science, ESL teachers must become more involved in the central enterprise of
teaching and supporting academic content for ELL students than has traditionally been the
case.

Suggestions for ESL Teacher Preparation
Coursework/Professional
Development (PD) Area
Suggestions for Reframing within CCSS
(Common Core State Standards) Era
Applied Linguistics
Teachers have to understand how and why language
is used in various disciplines. Applied linguistics
must prepare teachers to understand the traditions
and patterns of language use that is typical of
different disciplines (e.g., science, mathematics) and
also the implicit values and traditions that undergird
these disciplines and that guide language use.
Second Language Acquisition
Courses and PD must be updated to reflect current
understandings of second language acquisition, as
well as the bilingual/multilingual realities in which
ELLs live. The papers appendix offers more robust
suggestions on second language acquisition.
Methods/Curricular Design
Courses in teaching the four skills of reading,
writing, listening, and speaking or in designing
curriculum must be re-conceptualized too so that
teachers are supported in creating opportunities for
ELLs to engage in developing language in both
content and ESL classroom settings.
Collaboration
This area is now essential. ESL teachers need to learn
to collaborate with content teachers to a greater
extent. ESL teachers will be team-teaching, co-
planning, and helping content teachers develop an
understanding of ELLs learning needs.

4

Unless their special education intervention actually eliminates the students academic
problems, they will still experience difficulties during that part of the day when special help
is not available.

Teacher Collaboration
Effective teachers are committed to being active learners who value and practice collaboration
with their colleagues. However, an important matter to consider is how co-teaching and
collaborative efforts are being implemented. Lack of proper training and exclusive school
cultures may lead to feelings of resentment among colleagues; great care must be taken so that
classroom teachers do not feel that their ESL co-teacher counterparts are intruding on their
personal classroom domain. Collaborative between ESL specialists and class room teachers helps
not only the students with special needs in particular, but also provides indirect assistance for
other students whop are not officially eligible for special services and provides direct support for
the teacher.

Goals for Future ESL Education
-Creating a more equitable system for all students in education by making sure students needs
are accurately identified and that those needs are addressed through high quality instruction;
-Creating accurate assessment of disabilities that takes into account the process by which a
second language is acquired;
-Making sure that bilingual students are not being misdiagnosed with disabilities and placed into
special education;
-Providing trainings in language issues so that teachers can support CLDE students in the
acquisition of English through a variety of culturally and linguistically responsive teaching
methods;
-Conducting more research on high level teaching practices that are effective for CLDE students;
5

- Implementing collaborative consultation. By collaboration between specialists (language/ESL
specialists) and classroom teachers,
Reference
Bonanno, M. L. (2012, June 5). We Must Focus on Educating English-Learners. Retrieved from
http%3A%2F%2Fwww.edweek.org%2Few%2Farticles%2F2012%2F06%2F06%2F33bonanno.
h31.html

Figueroa, R., Klingner, J., & Baca, L. (n.d.). Impact Newsletter: The Present and Future of
Bilingual/ESL Special Education. Retrieved from http://ici.umn.edu/products/impact/261/3.html

Maxwell, L. A. (2014, April 7). ESL Teachers in Common-Core Era Need Different Prep, Paper
Argues. Retrieved from http%3A%2F%2Fblogs.edweek.org%2Fedweek%2Flearning-the-
language%2F2014%2F04%2Fesl_teachers_in_common-core_er.html

Valds, G., Kibler, A., & Walqui, A. (2014). Changes in the Expertise of ESL Professionals:
Knowledge and Action in an Era of New Standards. Retrieved March, from
http%3A%2F%2Fwww.tesol.org%2Fdocs%2Fdefault-source%2Fpapers-and-
briefs%2Fprofessional-paper-26-march-2014.pdf%3Fsfvrsn%3D2