English Language Learners.This page defines the term English Language Learners, helps the reader understand assumptions made about this population of students, and provides statistics about ELLs in the United States.
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What does it mean to be an ELL student?
The National Council of Teachers of English defines English Language Learners as follows:
"ELLs are a highly heterogeneous and complex group of students, with diverse gifts, educational needs, backgrounds, languages, and goals. Some ELL students come from homes in which no English is spoken, while some come from homes where only English is spoken; others have been exposed to or use multiple languages. ELL students may have a deep sense of their non-U.S. culture, a strong sense of multiple cultures, or identify only with U.S. culture. Some ELL students are stigmatized for the way they speak English; some are stigmatized for speaking a language other than English; some are stigmatized for speaking English. Some ELL students live in cultural enclaves while their fellow ELL students are surrounded by non-ELL families; some ELL students’ families have lived in the U.S. for over a generation. Some may be high achievers in school while others struggle. They may excel in one content area and need lots of support in another. Some feel capable in school while others are alienated from schooling. In the largest sense, all students are learning English, and each ELL student falls at a different point on the spectrums of experiences described above. One thing is certain: there is no one profile for an ELL student, nor is one single response adequate to meet their educational goals and needs."
The National Council of Teachers of English defines English Language Learners as follows:
"ELLs are a highly heterogeneous and complex group of students, with diverse gifts, educational needs, backgrounds, languages, and goals. Some ELL students come from homes in which no English is spoken, while some come from homes where only English is spoken; others have been exposed to or use multiple languages. ELL students may have a deep sense of their non-U.S. culture, a strong sense of multiple cultures, or identify only with U.S. culture. Some ELL students are stigmatized for the way they speak English; some are stigmatized for speaking a language other than English; some are stigmatized for speaking English. Some ELL students live in cultural enclaves while their fellow ELL students are surrounded by non-ELL families; some ELL students’ families have lived in the U.S. for over a generation. Some may be high achievers in school while others struggle. They may excel in one content area and need lots of support in another. Some feel capable in school while others are alienated from schooling. In the largest sense, all students are learning English, and each ELL student falls at a different point on the spectrums of experiences described above. One thing is certain: there is no one profile for an ELL student, nor is one single response adequate to meet their educational goals and needs."
Confronting Assumptions Regarding ELL Students
In order to best help ELL students, it is important that tutors are aware of the common misconceptions and assumptions made about the ELL student population. Even people who believe they don't make any assumptions likely do so unintentionally. For example, tutors often assume all ELL students, and often all students in general, are at the same developmental level and thus benefit from equal literacy support. Linked below are resources that help highlight and address other common assumptions made by tutors and the general public regarding ELL students. The most important thing to remember is that no two students, whether native
English speakers or English Language Learners, learn at the same rate or in the same way.
10 Assumptions to Rethink about English Language Learners
Common Assumptions vs. the Evidence: English Language Learners in the United States
English speakers or English Language Learners, learn at the same rate or in the same way.
10 Assumptions to Rethink about English Language Learners
Common Assumptions vs. the Evidence: English Language Learners in the United States
Statistics: ELLs in the United States
- 10% of all public-school students in the United States are English Language Learners (ELL).
- There are approximately 5 million ELL students in the US public schools.
- The most common languages spoken in ELL homes throughout the United States are:
- Spanish (73.1%), Chinese (3.8%), Vietnamese (2.7%), French/Haitian Creole (2.1%), Hindi & related (1.8%), Korean (1.5%), German (1.5%), Arabic (1.2%), Russian (1.1%), Miao/Hmong (1.1%), and Other (10.1%)
- While Spanish is the most common language spoken at home by ELL students, close to 150 different languages are spoken by ELL students and their families.
- Spanish was the most common language spoken by ELL students in all except 5 states (Alaska-Yupik, Hawaii-Ilokano, Maine-Somali, Montana-German, and Vermont-Nepali).
- In 19 of the 45 states in which Spanish is the most commonly spoken language by ELL students, more than 75% of all ELL students are Spanish speaking.
- The majority of all ELL students were born in the United States.
- Of students in Pre-K through 5th grade 85% were born in the United States.
- Of students in 6th through 12th grade, 62% were born in the United States.
- California is home to 29% of all ELL students in the United States. Following California is Texas (18%), Florida (5%) and New York (4%).
- ELL programs in schools are funded primarily by local and state resources.
- While the national graduation rate from high school is 82%, for ELL students it is 63%.
- Nearly 60% of ELL students come from families which are low-income and where parents have limited education.