Characteristics and Perceptions of English Language Learners

        There are a variety of different types of learners that will enter into a classroom with a diverse set of skills and needs. To prepare to help all learners it is important to understand the reasons they may succeed or struggle. Meeting the needs of all students requires teachers to understand the characteristics of those learners, the signs and details of how they may behave, what background information they may bring, and what ways they communicate the best. With understanding the characteristics of those learners teachers must always be cautious of the types of perceptions and representations they may have. Acknowledging that there may be biases and misrepresentations of those students that can affect the judgement and decisions of teachers. 

Characteristics of English Language Learners

Many English learning students may come from a wide variety of diverse backgrounds. Their home lives and the level of understanding they have in English have a direct affect on their schema, literacy skills, and language practices. Many students may communicate nonverbally in response to questions or commands from a teacher, repeat language that is used by others, or simply rely heavily on signals to communicate if they are just starting to learn English (Haas, et al., 2014). Students who are learning English may memorize simple phrases in order to communicate using repeated language or expressions. This does not mean the students completely understand and comprehend all aspects of communication (Garret, et al., 2019). They may understand some short phrases and begin to find new ways to communicate that do not rely on social cues or signals. As English learning students become more comfortable and understand using English they will engage in more conversations, classroom discussions, and begin to use multiple outlets to engage with peers and the teacher. This can display itself in how a student adapts their speech and mixes English language practices with their cultural connotations (Paris, et al., 2017). Teachers should be aware that this is a sign that students are growing in their understanding of the English language. Also acknowledging that some English learners may be learning more about their original language as they adapt to a new school environment. Students may be fluent in multiple languages, one language, or may not be fluent in either language. 

English learners academic performance may vary depending on their background knowledge, socioeconomic background, motivation to learn, and parental participation (Gay, 2018). School characteristics will also influence English learners student success in the classroom (Garret, et al., 2019). The amount of support that is available from teachers and parents, as well as the knowledge a teacher has about ELLs, will drastically have positive or negative outcomes on student progress. When compared to non-English learners, ELL students may consistently underperform in math an English language arts. They may be considered at risk and many teachers have reported lacking the skills needed to provide instructional approaches that take their diverse needs into account (Garret, et al., 2019). 

Some developing reading behaviors that teachers may see from emergent students vary and those students may mostly use information from pictures and respond to text using personal connections. As they continue to learn they may rely less on those pictures and can read some familiar texts with fair fluency. These students should have strategic skills to monitor and self-correct themselves. As students become more fluent they may show more control in using the English language, but also are able to use multiple sources of information to gather and communicate that meaning orally. Their vocabulary knowledge may have a great effect on their overall performance (Howard, 2017). English learners that have moved past emerging skills can draw on large frequency words or communicate using complex sentences and phrases. It is important to remember that each student is unique as they develop their language and literacy skills. As English learners become completely fluent, teachers may see signs of reading with great fluency and showing the ability to rephrase what they have read. These students will continue to process and develop as they will be able to read longer and understand more complex texts over time (Garret, et al., 2019). Sustained reading is a great indicator the students are developing as well as their ability to use multiple sources of information flexibly when comprehending those complex texts. 

English learners may also display behavioral characteristics apart from their language and academic development. Many students may seem shy and less likely to participate in activities, while some may enjoy school and are motivated and engaged to learn. They may have a growing interest in content that is multicultural or enjoy collaborating with their peers. It is imperative that teachers do not force students into participating, but learn the personalities of the students and begin to build a trusting relationship. English learners may react to situations different than what is considered normal or may have trauma as a result of being an immigrant (Gay, 2018). 

It is important to realize behavioral signs may vary for each student that is learning English because of their differences in their home lives and background. These students may come from families that do not value education, have a poor economic status, or may be middle class with adequate support to succeed in school. Students may also not show any different behavioral signs than what is considered normal for students in their grade level. The diversity among ELL students requires teachers to understand the many qualities and components that may affect how they behave in a classroom and react to learning. As the student evolves they may show behaviors that are deeply rooted in their cultural norms. Their individuality may manifest over time and the expectations for their participation, learning, behaviors, and self-esteem may contribute to their lack or progression of language development or learnings (Gay, 2018).

Perceptions of English Language Learners

At times, if students are not proficient in school communication, some teachers do not understand or accept the students cultural communication styles and may misdiagnose their academic performance (Gay, 2018). Many ELLs know more than they are able to communicate and it is important for teachers to not pass judgements based on how well a student can communicate orally. Teachers should aim to try to find ways to understand how the student is communicating, acknowledging that they may be blending different cultural connotations or using signals to convey meaning and understanding. ELL students are increasingly being identified as having a learning disability, which raises the alarm that many students may be misrepresented as having a lack of understanding or knowledge in the school system. According to Haas, Huang, and Tran (2014), there is not enough or any studies that really dig deep into the impact specific disabilities have on English learners academic progress over time. Language often interferes with the mastery of English, both written and oral, which will in return have an affect on a students academic skills long term (Haas, et al., 2014). 

It should also be understood that ELL does not simply refer to students that speak Spanish. According to the study conducted in Cleveland Metropolitan School District by Garret, Davis, and Eisner (2019), the number of English learners that speak a language other than Spanish has increased by 22%. It is important to realize that these students are still being challenged for mastery with the same expectations as native speaking students (Howard, 2017). Teachers often do not consider that their ideas towards a group of students may need to vary based on the students' culture, languages, and needs. Szymanski and Lynch (2020) state there is a need for professional development aimed to replace false beliefs and misunderstandings teachers have about ELLs. Teachers should be informed with research-based information that helps them maintain a consistent neutral attitude towards all students. Teacher perceptions are critical to the development of all students in the classroom and affect the aspects of the curriculum they are willing to modify and differentiate to meet the needs of their students (Szymanski & Lynch, 2020). 

It is important to recognize that even if students are showing a lack in English knowledge, they can still be gifted and talented students with high processing abilities. Szymanski & Lynch (2020) state that it is important for schools and districts to identify and educate gifted English language learners considering the number of ELL students enrolled in public schools continues to grow at an exponential rate. Regardless of the education the student may have, their cognitive ability, or readiness to learn (Howard, 2017) English language learners require a fair education. Perceptions of these students can improve over time with teachers increasing the potential they see in their students. If teachers view bilinguals as having bicultural skills (Szymanski & Lynch, 2020), it presents them with the opportunity to understand the population as diverse and bring awareness to the different qualities each student may have. As teachers interact with students it should be positive and not display any biases related to the students lack of language or culture. These students do not lack the knowledge or skills to succeed simply because they are English learners. 

With more knowledge of the characteristics and perceptions of ELLs teachers will become increasingly better at providing students with the necessary accommodations to meet their needs. Learning how students may behave in the classroom or common misunderstandings can provide teachers with more information, ensuring they provide a fair and quality instruction to all students in the classroom. There will be perceived obstacles that teachers and students overcome as they have a deeper understanding of each other and begin to use a positive environment to learn. 

References: https://docs.google.com/document/d/1QiDv1ChGVm6HnyUuATyThGvF_mBEvWeLE0xnvAmro9A/edit?usp=sharing