English Language Learners
Who Are They?

By L. David van Broekhuizen

In the 2000-2001 school year, the U.S. Department of Education’s (U.S. ED’s) Office of English Language Acquisition reported that more than 3.9 million English language learners (ELLs) were enrolled in public schools across the nation. This number represents almost 10 percent of the total pre-K through grade 12 enrollment.

The languages spoken by ELLs in the U.S. and U.S.-affiliated Pacific are as diverse as global humanity. By far the largest group of ELLs consists of Spanish speakers living in California, Texas, Florida, and New York. The overall ELL group is very heterogeneous and, according to Maria Coady and her colleagues (Claiming Opportunities, 2003), varies greatly in such factors as place of origin, family circumstances and responsibilities, previous school experience, religious beliefs and practices, and aspirations and expectations.

In the Pacific region, and in particular the Freely Associated States (the Republic of Palau, the Republic of the Marshall Islands, and the Federated States of Micronesia), most children enter school speaking and thinking in a Pacific language, not English.

ELL and Other Labels
Over the years these groups of students have been identified by many different labels that denote the language spoken in their homes and/or their degree of proficiency in English.

A term well known by most is LEP or limited English proficient. This label has fallen into disuse among educators because the term “limited” is perceived by many as perpetuating a deficit orientation: that students are lacking something, in this case, English. The term English as a second language (ESL) is not generally used to label students. It more often describes the program or instructional method used to support ELLs. Another commonly used term is language minority (LM), which refers to students who live in homes where the primary language is not English. This term does not, however, indicate their level of English fluency. For example, fully English proficient (FEP) students are LM students who are able to function in a mainstream English classroom without any additional language services or accommodations. The most current and commonly used term is English language learner, or ELL.

Challenges Facing ELLs
Whatever label is used to identify these students, research has shown that they, in disproportionately large numbers, face low achievement and high drop out rates. By and large, ELLs are not receiving instruction that supports their highest possible achievement. Among the instructional factors that affect ELLs’ achievement are low teacher expectations; assignment to classrooms with under-qualified or inexperienced teachers; instructional methods that do not address the development of much needed verbal and vocabulary building skills; instruction that does not build on students’ prior skills, knowledge, and experiences; misdiagnosis into special education; and limited or no school-home connections.

Much remains to be learned about what it takes to improve educational opportunities for ELLs. This edition of Pacific Educator provides insights, strategies, and research focused on raising achievement among this diverse group of students.