Educating ELLs: 4 Trends for 2015

 

The Common Core standards require all learners to engage in a significant way with the texts they read. Previously, teachers might have assigned English learners simplified versions of standard grade-level texts or explained texts to learners before giving them a chance to make their own discoveries. Now these learners are more likely to read the same texts as their English-proficient classmates – with additional guidance along the way. While diving head-on into original texts such as the Gettysburg Address, ELLs’ understanding of the text may be bolstered by guided reading questions, group activities, historical primers, teacher-led discussions, and other supports, allowing for rigorous engagement at grade level while lessening academic risk.

 

Content teachers everywhere are finding they need more support in order to meet the high expectations of the Common Core while working with language-diverse groups of students. Schools have begun to experiment with solutions ranging from co-teaching to requiring all teachers to receive training in how to teach ELLs. It’s too soon to know if the trend will skew toward greater teacher collaboration or increased qualifications for content teachers, but the bleeding of “language-learning” into content courses is certain to shift the role of ELL teachers and fundamentally blur traditional boundaries of responsibility. 

 

More English learners will finally be getting instructional materials designed with their particular needs in mind and validated by experts. These materials will match the high expectations established by the Common Core – delivering grade-level content and appropriate challenge in language development – and be explicitly correlated with the standards.

Districts will be looking at instructional practices to determine what works best for ELLs and establishing guidelines to ensure that ELLs receive receive high-quality instruction. In addition to new instructional materials, changes may include the addition of coaches to support students, increased opportunities for extended learning, evidence-based supplemental support, or quality professional development offerings.