The Missouri Reader Vol. 37, Issue 2 | Page 19

trajectory of language learning has been
speaking, listening and reading and writing
researched and distilled into learning
which subsequently requires different
progressions with typical learning outcomes
instructional considerations. So for example, a
for K-12 students. In the State of Missouri,
learner might be a fluent speaker, but not be
WIDA (World Class Instructional Design and
able to understand what is read because
Assessment),
content information about the text is spoken
http://www.wida.us/aboutUs/mission.aspx
too quickly in class and the vocabulary is
provides language development standards, and
unknown, and hence the text is not
assessments for districts, schools and teachers. The
understandable. Students who are still learning
WIDA website is useful for understanding the expected oral English may find it difficult to discern
language performance outcomes of each student’s
particular sounds in words such as ending
language development level. In addition to this basic
sounds and short vowel sounds.
resource, reading specialists of any ELL should have
Developmental spelling instruction (Rogers &
access to the students’ language proficiency test results. Helman, 2009) helps in monitoring progress and
ESL teachers in your building should be able to consult helps isolate specific features. Furthermore,
with you about these. Home visit profile and the
ELL oral skills should be assessed for strengths
language proficiency test results should give you a
and concerns. Students with little oral language
starting point with ELLs. A confirmation of the reading will need scaffolds of pictures, audiotapes, and
level via a running record is essential.
manipulatives to help in phonics and
A pattern of language learning emerges
phonological awareness tasks. Word study and
which is very individual for each specific
writing should always be connected to meaning
learner; nonetheless, teachers can expect
making for authentic purposes and goals.
patterns: 1) of a silent period where beginning
If EL learners came to the U.S. after the third
language learners are not able to produce very
grade, and they received consistent schooling in
much language, 2) an emerging stage where
their home languages, teachers can assume
learners can speak, read and write in simple
that they will have some basic literacy skills in
phrases, 3) an intermediate stage where
their first languages and the underlying
learners begin to consolidate their language,
proficiencies which they already learned can be
and 4) an advanced stage where learners
used to build upon (Cummins, 2000). However,
become adept at handling most language
most EL learner trying to learn the K-12
challenges at or near the level of EO students.
curriculum and English at the same time will be
As learners travel through these stages, there is
behind their EO classmates, and often the
considerable variation in pathways according to
moving target of where their EO classmates are
the learners’ histories, aptitudes, motivations,
in terms of reading and writing the academic
and cultural affordances. Moreover, the quality
curriculum is difficult to reach by EL learners.
of the comprehensible language in the
Short & Fitzsimmons (2007) articulate the
communicative context is also a factor. The
demands of learning English while learning
more chance the learner has to interact verbally
academic curriculum in their report to the
for authentic goals and purposes, the better.
Carnegie Corporation of New York: Twice the
work: Challenges and solutions to acquiring
language and academic literacy for adolescent
ELL Learning Trajectories and
English language learners. Language learning is
Teaching Scaffolds
not like learning other content. There are
Two EL students who have similar
emotional issues, identity issues, and age issues
backgrounds and who are in the same grade
which constrain learning, and memorization
level might develop their English literacy at
does not further long-term language
dissimilar rates in each different domain of
acquisition. Furthermore, interpersonal
©The Missouri Reader, 37 (2) p.19