Keehn.J
EDU 215RS
Summer 2015
The article Core Strategies to Support English Language Learners is about how English
Language Learners are falling behind in testing and learning based on the Texas English
Language Proficiency Assessment System and that, “the ELLs on a national basis are performing
well below the NELLs.” (p106) According to different research conducted different researchers
“have attributed poor classroom instruction to the teachers’ lack of basic understanding of the
concepts related to English language needed to teach reading skills.” (p106). If teachers have the
correct training and background knowledge on the individual student and if the teachers are able
to use and implement “targeted instruction aimed at improving performance in any of these
components can enhance overall literacy achievement.” (p107). Teachers are not being able to
teach English Language Learners what they need to know to succeed. “ELLs have inadequate
literacy skills, such as fluency, vocabulary, and other specific skills, affecting their text
comprehension and their ability to learn new concepts and content.” (p106-107). Teachers need
to be educated and trained how to work with English Language Learners. Teachers need to learn
what works best and different strategies to use. “Targeted instruction aimed at improving
performance in any of these components can enhance overall literacy achievement.” (p107).
Some of the English Language Learners are not improving their literacy skills to the fact that
they feel that they are not good at reading so they do not read. One of the best ways to improve
literacy skills is to practice reading. “They cannot read well, so they do not like to read; reading
is labored and unsatisfying, so they have little reading experience; and because they have not
read much, they are not familiar with the vocabulary, sentence structure, text organization, and
concepts of academic or conversational written language.” (p107) It a student has a strong
foundation of reading and is taught the basic skills of reading by receiving “instruction in
phonological and alphabetic skills, and learn to apply that knowledge to decoding words, they
are very likely to succeed at reading.” (p108) If the student can succeed at reading the individual
student no matter if they are native English speakers or English Language Learners can develop
different developmental skills by scaffolding. “Scaffolding is essentially a way to nudge a
student toward a higher level of performance.” (p108). A teacher needs to be able to assess
where the student’s skills are and where the student needs additional development. The teacher
needs to be able to push the student so that they are able to increase their skills but not push them
too hard so that they become overwhelmed and lose interest in literacy, this process called zone
Keehn.J
EDU 215RS
Summer 2015
of proximal development was introduced by Vygotsky. “Knowing the ELL’s level of literacy
also allows the teacher to work within the student’s zone of proximal development – that area
between what the student is capable of at the moment and the point you want the student to reach
next.” (p108)
The article Core Strategies to Support English Language Learners also reviews the
correlation between native English speakers and English Language Learners in their basic skills
of literacy and reading development. Once an individual gains and understands the concepts of
the basic skills, no matter what language is learned, it would be easier to integrate those skills
into another language. “Teaching students to read in their first language promotes higher levels
of reading achievement in English.” (p108). When English Language Learners are in a English
learning environment they might have different background knowledge on different surroundings
and situations in the classroom. Teachers need to understand that some English Language
Learners do not understand the concepts that a native English speaker know. Due to this
discrepancy of knowledge a teachers needs to “provide explicit teaching of basic literacy skills
such as phonological awareness, syntax, grammar, vocabulary, pronunciation, and norms of
social usage and ample meaningful opportunities to use English academically and authentically.”
(p109) Vocabulary is also a very large issue with English Language Learners. An individual’s
vocabulary can increase literacy success. English Language Learners “are usually unfamiliar
with connotations, detonations, and idiomatic phrases.” (p109) This lack of understanding puts
certain individuals at a disadvantage. These individuals might have issues with decoding while
reading and an overall hindrance in the English language. It is important when teaching students
of different backgrounds that the teacher finds the base foundation so that growth and learning
can be achieved on the same level. Students need to be taught from their strengths and have an
equal level of learning. Students need to have a strong foundation in vocabulary so that they will
not fall behind in other areas of learning. “Teachers need to encourage independent learning by
allowing students to self-select vocabulary to be studied; this process helps them become
independent word learners.” (p110). The goal of individual teachers needs to be for their
individual students to be able to succeed after all of the testing and classes and being out in the
world. Give the tools that individuals need to become better and continue to grown and learn.
“Teachers must remember and implement effective instructional process strategies with a
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EDU 215RS
Summer 2015
reading and vocabulary foundation, so that the ELLs have their language needs met and continue
to gain greater reading skills, fluency, vocabulary, and comprehension, which will accelerate
their learning and mastery of English and enable them to be lifelong learners.” (p113)
References
Barr, S., Eslami, Z., & Joshi, R. (2012). Core Strategies to Support English Language Learners.
The Educational Forum, 76, 105-117. doi:10.1080/00131725.2012.628196