Say hello to a brand new year, and along with it, new directions in educating the nation’s English learners. As districts wrestle with the need to increase rigor for learners at all levels of language proficiency, we’re bound to see changes in the way ELLs are educated. Trends we can expect to see this year include:
1) Deeper Learning with Original Texts
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.
2) Widening the Circle of Responsibility
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.
3) Reevaluating Instructional Materials
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.
4) Rethinking Instructional Practices
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.
Did you know that the Fast ForWord intervention program can give ELLs intensive practice with language skills like phonemic awareness, phonics, listening comprehension, and vocabulary? Learn more today.