I have
attended a webinar for Barbara Gottschalk titled, “Dispelling Misconceptions
about English Language Learners-Research Based ways to Improve Instruction”.
She is an educator that has taught English language from first graders to graduate
students in many schools. In this webinar, she described the reasons of the
wrong misconceptions and suggested ways to make the instruction right in ELL.
First, she shared her background then she started with the misconceptions. The
first misconception was that many teachers aren’t sure who their ELLs are. She
showed that ELL status doesn’t necessarily depend on birthplace. She presented
a suggested home language survey questions that are identified by the US
Department of education. She said that the 50 states used 9 tests to assess ELL’s
English language proficiency. She showed using a scenario that speaking basic
social English shouldn’t be confused with academic English proficiency. In
addition, she showed how students could be organized as groups in an easy way
and where students can speak with different classmates in speaking activities.
The third misconception isn’t common but many teachers have which is “the speed
at which ELL students become proficient in English varies. Some students pick
up English more quickly than others.” She said that part of the statement is
true but misconception is that students pick up English. She thought that
Academic English isn’t something that can be picked up, it takes time. This
depends in many factors such as the student’s age and his prior knowledge.
Finally, she suggested ways to support home language when you don’t speak the
language and you’re not in the home.
Since I’m
dealing with ELLs, I don’t have most of these misconceptions. However, I have
learned how to assign groups for speaking activities and how to encourage
parents to speak in English at home. Also, I learned general information about the
percentage of ELLs in the U.S.
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