English-language learner

Two specific models of instruction include the push-in program and the pull-out program. The push-in program includes the English teacher coming into the classroom to help the English language learner. The benefit of this method is that students remain integrated in the classroom with their native English speaking peers. This method does not isolate or single out ELL students. However, this method can present challenges in co-teaching, as the educators must work together to collaborate in the classroom. [7] In schools using a push-in style of teaching, educators disagree over whether ELL students should be encouraged or permitted to participate in additional foreign language classes, such as French. Some educators argue that learning another additional language while learning English might be too challenging for ELLs, or that ELLs should focus on their English proficiency before attempting further languages. Other educators insist that foreign language classes are the only classes that put ELL students on a level playing field with their peers, and furthermore that research may suggest that ELL students perform better in foreign language classes than their peers.[8]

The push-out program entails the ELL student learning in a separate classroom with the English teacher. The benefit of such a method is that ELL students receive individualized, focused training. However, this method can isolate ELL students from the rest of their peers, leaving them feeling left out from the community.[9]

The federal No Child Left Behind Act requires all ELLs attending public schools from grades K-12 to be assessed in multiple language domains, such as listening, reading, writing, and speaking. The NCLB Act also requires ELL students to partake in statewide standardized testing. However, there is an achievement gap between ELLs and their native English-speaking peers. [10] This achievement gap persists not only in language-based disciplines, but also in the math, science, and social science subjects. Research in this area suggests that ELL students' content-based assessment outcomes might be confounded by language barriers.[11]

Attitudes of educators play a major role in the ESL classroom. Estimates suggest that approximately 45% of teachers in America have ELL students in their classrooms.[12] However, many teachers have negative perceptions of ELL students in their classrooms. These negative perceptions are informed by a bias that ELL students are not adequately trying or that they are personally at fault for their language barrier.[13] Research shows that teachers negative attitudes may stem from lack of time to address unique ELL student classroom needs,[14] added teacher workload when working with ELL students in mainstream classrooms,[15] and personal feelings of professional insufficiency to work with ELL students.[16][17] Research indicates that only 12% of K-12 teachers in United States have training in working with ELL students.[12]

"Teachers' language-acquisition misconceptions may color their attitudes towards ELLs and ELL inclusion, leading educators to misdiagnose learning difficulties or misattribute student failure to lack of intelligence or effort".[17]By providing a good learning environment, this will have a positive effect on the students' overall success in terms of linguistic, social, cognitive, and academic developments. In terms of teacher preparation, Garcia, O. & Menken, K. suggest that it is necessary for the ELL Teacher to engage in inward self-reflection before acting outwardly. In their piece "Moving Forward: Ten Guiding Principles for Teachers", they propose that because Language Teachers often act as informal policymakers, it is imperative that they first understand their own "ways of languaging" and preconceptions about languages and language learners. It could be detrimental, they conclude, for a language teacher to enter the classroom without the necessary reflection and self-awareness, as these teachers could unknowingly impose systems of linguistic discrimination (linguicism).[18]

According to Contiga (2015), culture is the third issue that may not always be recognized in a mainstream classroom. Many teachers overlook culture and try to jump right into English and content knowledge without knowing their students' backgrounds. Teachers need to be open to learning new cultures and having their students embrace all cultures in the classroom. By making efforts to learn about each other's values and beliefs, the teacher and student would not only maximize the effectiveness of ESL but make it a successful learning experience for all involved. A student who is shy or reluctant to answer questions may be more outspoken when talking about their own values that tie in with their home life. An ESL teacher, in a study called "Losing Strangeness to Mediate ESL Teaching", "connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge".[19] This will encourage students to open up and talk about their cultural backgrounds and traditions within their family. "Teachers who encourage CLD students to maintain their cultural or ethnic ties promote their personal and academic success".[20]^:90 Students should not lose their identity but gain knowledge from their culture and the world around them. Therefore, it is beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.

Outside of the classroom, ELL students are otherwise institutionally marginalized, as well. They often sit at separate lunch tables and are under-recognized in school assemblies.[13]