English Language Learners Case Study

English Language Learners (ELLs) are students who come from non-English-speaking backgrounds. These students need to have modified instruction in their academic courses so they can learn how to communicate fluently or learn effectively in English. There are many issues that are arising pertaining to this specific group of students. By 2025, about one out of every four public school students will be an ELL, so this problem will only get larger and affect more students. Only 29% of ELLs scored at or above the basic reading level, compared to the 75% of non-ELLs. This creates an unequal achievement gap between ELLs and the rest of their peers. Under the No Child Left Behind Act (NCLB), each district and school must show that the student body, and each subgroup of
This creates extremely high frustration levels expressed by the teachers because they are not provided with in-service training on how to teach ELLs, or the appropriate tools needed to help diagnose each students needs and measure their learning in a suitable way (National Education Association, 2008). When these students are not given a modified curriculum to fit their needs, they quickly become overwhelmed and tune out and withdraw classroom anticipation (Carnine, et all. 2010). The United States is working hard to defeat these issues, by having states collaborate about the issues pertaining to ELL assessments and accommodation (National Education Association, 2008). There are also many common myths pertaining to ELL students. Many ELLs are mistreated or misplaced in programs like special education. Also many teachers assume that these students learn English at the same rate. Teachers might also presume that these students will learn a second language more quickly and more easily, which is completely false (National Council of Teachers of English,