U.S. schools’ populations have been changing fast due to the arrival of foreign students, therefore classes have become more linguistically diverse (Spillett). The number of the learners, whose first language is not English, has increased significantly over the past years and continues to grow (Colombo). A large number of such students are confronted with the challenge of meeting the expectations of the country in which they are studying. According to the federal rules, children have to take state tests during their first week in school. These requirements have to be passed in order to keep up with their English-speaking peers and meet the demands of having a good command of English. The children may not succeed in state tests like others whose English is their mother tongue because “English language learners often struggle in American classrooms” (GreatSchools Staff). Hence, it is also a big challenge for educational institutions to help these English language learners adapt to school and daily life. Teaching English to foreign students can be overwhelming. Aside from teaching the fundamental skills, boosting their morale and keeping their motivation alive are also great responsibilities. Nevertheless, success is still possible by applying effective teaching strategies and acknowledging different learning styles of struggling students.
Implementation of effective teaching strategies is associated with teaching staff recognizing different learning styles of foreign students when they take state tests. An English proficiency test appears to be especially challenging for such students because the proficiency score allows placing them in the category of Limited English Proficient or Initially Fluent English Proficient (Dean). In the former case foreign students demand additional support with acquiring English language skills so that they are capable to participate further in classroom activities. Actually, this labeling system applies to native-born students as well, and teachers must take this into consideration. Although the system is recognized across the country, proficiency testing posits some shortcomings. In particular, inconsistency of testing relates to different systems across the states, which means that additional support to struggling students may not be provided if test scores label them Initially Fluent English Proficient. Furthermore, flawed testing is associated with levels of English differing from state to state: some tests can concentrate on conversational English, while academic English is preferable (Dean). In view of that, teaching strategies rely on examining shortcomings of federal testing systems and considering foreign students’ difficulties at the very beginning so that struggling learners can obtain relevant instruction in the classroom.
Effective teaching strategies target English language learners who have to learn academic content, which is very hard mental work for them (GreatSchools Staff). When acquiring English language skills children use both the procedural and declarative systems which are good for the work of their brains (Dickerson, and Writer). The mental work characterizes development of English language skills built around the following skill areas: function, form, fluency, and vocabulary. Namely, function serves as the purpose of communication which includes different types: social conversations, jokes, and inquiry. As regards form, it relates to building blocks of the English language which constitute its structure: grammar, sentence structure, and syntax. Fluency as another skill area characterizes the ease in speaking English, and foreign students need sufficient practice to become fluent in the language. Development of rich vocabulary is fundamental for language acquisition, and teachers should provide comprehensive input for struggling students who have to learn about different academic concepts in the classroom through this skill area (Spillett). Therefore, effective teaching strategies enable struggling students to enhance English language skills in such areas as function, form, fluency, and vocabulary, since they are of great assistance in learning academic content along with enhancing mental work.
When teachers deal with foreign students, they should be aware of how hard it is for them to learn the class material because of difficulties with the English language. It should be noted that if such students do not progress with studies, there can be external reasons for this. On the one hand, teachers may fail to understand genuine problems with students and can try to associate them with learning and attention issues especially in English-only programs, not poor English language skills. It is necessary to identify real difficulties and mitigate the influence of inaccurate testing, inexperienced staff, a lack of resources, monetary incentives assigned only to students with special needs, high-stakes testing on struggling students (Dean). On the other hand, the real problems may refer to insufficient support in school when applying the programs which force students to be on the fast track to English. These programs allow children to work in the regular classroom or separate classroom with an English as a Second Language Teacher (Dean). Additionally, English language instruction may instill the cultural knowledge that struggling students do not have, so such a way of teaching may appear to be ineffective for them (GreatSchools Staff). Thus, applying effective strategies is in line with considering different learning styles of struggling students, and teachers not recognizing real difficulties may fail to provide effective support.
The increasing number of foreign students makes teaching staff review strategies to help learners with language acquisition. In this case teachers have to obtain special certifications to teach English language learners and gain the relevant experience in the workplace (Colombo). Highly qualified teachers should assist children in adapting to the school environment as well as create conditions for them to learn the English language along with meeting state academic standards (GreatSchools Staff). In addition, reviewing teaching strategies corresponds to the federal law that protects foreign students in the light of the difficulties they experience with language acquisition in schools. Specifically, the level of English language skills cannot prevent struggling students from receiving education because public schools must provide universal education to each individual. Secondly, school choices allow sending children to those institutions which can raise levels of student achievement. Thirdly, language support programs enable struggling students to learn how to read, write, speak and understand English (Dean). As a result, reviewing teaching strategies creates conditions for foreign students to mitigate difficulties linked with language acquisition on account of the federal law about school education.
Language support programs rely on the concept of English Language Development, as Spillett acknowledges in the article Strategies for Teaching English Language Learners. It is a system designed to teach English to native speakers of other languages, which enables creation of new programs to serve the needs of foreign students. The system is characterized by “instructional strategies designed to promote the acquisition of English by students whose primary language is not English” (Spillett). English Language Development is based on four domains such as listening, speaking, reading, and writing. The proficiency level of these domains – from beginning to advanced – determines school instruction, and teachers must monitor how struggling students progress through the levels of proficiency. Actually, four to seven years is needed to let students master advanced levels of fluency (Spillett). Hence, implementation of effective teaching strategies is associated with elaborated language support programs which rely on the system of English Language Development designed for struggling students in accordance with proficiency levels.
Improving instruction to foreign students is characterized by providing native language support through implementation of English language learning programs. This kind of early support allows foreign students to learn the classroom material better and do the necessary work easier. In particular, various types of programs are destined to function as effective teaching strategies aimed at struggling students. According to transitional bilingual programs, teachers provide instruction in students’ native language and then center on building strong English skills in early grade school or middle school (Dean). Such programs are effective due to the nature of English as a second language instruction (GreatSchools Staff). Furthermore, among such programs is a language immersion one which focuses on providing the pertinent instruction to struggling students whose native language is not English. In this regard students acquire the language in a way similar to their native language acquisition, while interacting with peers who already have a good level of English (Spillett). Moreover, dual-language programs known as two-way bilingual or two-way immersion programs are considered to be the most successful for struggling students. Such programs provide facilities for learners to become fluent in the both languages as teachers can instruct students in English for half a day and the other half can be devoted to instruction in the students’ native language (Colombo, Dean). For these reasons, native language support posits implementation of teaching strategies to advantage, since they concentrate on struggling students’ needs to acquire English language skills like their native peers in schools.
New programs promoting both English and native languages in the classroom prove to be advantageous for struggling students. Such students “have better organizational skills, memory and focus” (Dean). These strategies are truly beneficial to English language learners, particularly because each of them has a different proficiency level, motivational style, and areas of struggle. It is great to know that despite the hindrances, learning the English language and incorporating it into their daily lives is still attainable. What is more, cooperative grouping with emphasis on interaction with English-only models is important when learning to speak the language in a social context with native speakers (Spillett). In this regard teachers apply different techniques to improve the situation: from speaking more slowly to providing simpler examples in the classroom. Consequently, applying effective teaching strategies in the classroom is beneficial for foreign students, since school instruction allows overcoming difficulties with English language acquisition.
In order to implement English language learning programs effectively, it is fundamental to pay close attention to funding. Extra money can enable schools to expand their programs and support their services to struggling students. In this respect a blended learning model can encourage foreign students to learn English by being involved in activities in different ways: using computer programs for studying and organizing work in small groups so that each receives individual attention. Also, an intervention practice is associated with “giving more one-on-one teaching and extra learning time to struggling students” (Colombo). Nonetheless, it can be difficult for foreign students to study because of strained relationships with peers. For instance, bullying can avert students from participating in the funded programs and then acquiring concepts in English. Still, effective teaching strategies can mitigate negative outcomes for foreign students along with communication with parents especially who do not speak English. Accordingly, funded programs enable teachers to concentrate more on struggling students and supply them with the practice in accordance with their compelling needs relevant to English language acquisition.
Overall, applying effective teaching strategies and acknowledging different learning styles of struggling students translate into foreign learners’ improved school performance. Specifically, if teaching staff are able to recognize learning styles of foreign students when they take state tests, they can provide relevant instruction to those students who experience difficulties in learning. Moreover, struggling students can enhance their English language skills with teachers’ assistance in presenting academic content efficiently. In addition, instruction should go hand in hand with teaching strategies to mitigate students’ difficulties with the English language. Furthermore, teaching staff must review teaching strategies corresponding to the requirements of the federal law. Besides, implementation of language support programs relying on the concept of English Language Development is likely to lead foreign students through proficiency levels. What is more, native language support is associated with improving instruction to foreign students through English language learning programs. Also, new programs promoting both English and native languages in the classroom are beneficial for foreign students with regard to overcoming difficulties with English language acquisition. Finally, appropriate funding can assist in implementing English language learning programs effectively because they provide more practice to struggling students in accordance with their compelling needs relevant to English language acquisition.
Works Cited
Colombo, Hayleigh. “The Basics of English Language Learning: Schools Struggle to Adapt.” Chalkbeat. n.p., 16 July 2015. Web. 13 July 2016. <http://www.chalkbeat.org/posts/in/2015/07/16/the-basics-of-english-language-learning-schools-struggle-to-adapt/#.V288zzUnfjU>.
Dean, Shea. “Understanding Learning and Attention Issues in ELLs.” Understood. Understood.org USA LLC, 6 June 2014. Web. 13 July 2016. <https://www.understood.org/en/school-learning/special-services/english-language-learners/understanding-learning-and-attention-issues-in-ells>.
Dickerson, Kelly, and Staff Writer. “Why Adults Struggle to Pick Up New Languages.” Live Science. Purch, 23 July 2014. Web. 13 July 2016. <http://www.livescience.com/46938-why-adults-struggle-with-new-languages.html>.
GreatSchools Staff.“Helping English Language Learners Who Struggle in School.” GreatKids. GreatSchools, 20 May 2015. Web. 13 July 2016. <http://www.greatschools.org/gk/articles/english-language-learners-who-struggle/>.
Spillett, Andrea J. “Strategies for Teaching English Language Learners.” Teachers. Scholastic Inc., n.d. Web. 13 July 2016. <http://www.scholastic.com/teachers/article/strategies-teaching-english-language-learners>.
