Myles further examines the important role motivation plays in SLA and what teachers can do to ensure that ELLs
are personally invested in their learning.
Although the number of ELLs
with SLDs has increased, the literature indicates that few teachers have received preparation or training in how to identify or support ELLs
with SLDs (Kushner, 2008).
Urban cities (14% enrollment) tend to have more ELLs
than suburban (8.
Beyond the different usage patterns of LI and ELL
students, an ELL
lab is able to offer more holistic support for ELLs
Perhaps more important, another result of empowering ELLs
to establish the deliberation agenda is the effect on non-ELL
students in the classroom.
is a professor of history at Queensborough Community College of the City University of New York.
Lenski, Ehlers-Zavala, Daniel, and Sun-Irminger (2006) note that, "many teachers have little experience with ELLS
and may not understand the challenges faced by students in the process of acquiring English" (p.
High achievement goals were emphasized with federal legislation such as the No Child Left Behind Act, which focuses on educational achievement and holding schools accountable, including provisions that ELLs
learn English and make adequate yearly progress in content areas (NCLB, Title III, [section] 3102).
It is troubling, however, when the manner in which teachers are prepared lacks attention to teachers' beliefs about ELLs
and their responsibility to teach them.
especially, drama and movement has been shown to help with decoding, fluency, and vocabulary (Sun, 2003).
Verbal interactive activities help to promote collaboration and understanding of meaning between teachers, local students, and ELLs
(Egbert & Simich-Dudgeon, 2001).
Results indicate that the perceptions of monolingual learners and ELLs
in this particular elementary school are similar.
Topics include: current research, specialized teacher preparation, screening and assessment of ELLs
, and ways in which state funding resources and priorities affect programs for ELLs
However, the lack of attention on giftedness in underrepresented populations such as English language learners (ELLs
) is a critical weakness in the identification literature due to the concomitant rapid increase in the number of ELLs
in the United States.
Yet, most mainstream classroom teachers are not sufficiently prepared to provide the types of assistance that ELLs
need to successfully meet this challenge.