Working with English Learners

Common MisconceptionsThe Importance of Heritage

LanguageSupporting Our Students 

Presented by Ruth Goldberger, ESOL 7th Grade Professional Development

for Teachers in Fairfax County Public Schools

Background information U.S. is increasingly ethnically and linguistically

diverseo 90% of recent immigrants - non-English-

speaking countries Second and third generation immigrants - 57% of

adolescent English learners Fairfax County – growing cultural diversity

o 45% of population are ethnic or racial minoritieso No one strong minority – very diverseo May 2009 - 44% of FCPS elementary students

spoke a language other than English at home

Focus of our discussion today

Debunking 2 common misconceptionsHow as teachers we can integrate

students o Importance of heritage language

Activity Find a partner and share with them a time when you entered a new community (a new neighborhood, school, congregation, job)Discuss - How did you feel initially? What helped you to make connections? How did you become integrated? When did you feel like you really “belonged”? What characteristics did you share with those

who became your closest friends?

Debunking two common misconceptions

Immigrants resist learning English

Immigrants cling to their native language, perpetuating it into the next generation

Myth #1 Immigrants resist learning English

Learning English is a necessity not a luxury

Service oriented economy

Rely on children as brokers

Myth #1(cont.)

Immigrants resist learning EnglishObstacles to learning English – Adults

Lack of available ESL programsLack of time/Work schedulesCost of programsChildcare needsTransportation needsMigrant workers

Myth #1(cont.)

Immigrants resist learning English

Unrealistic expectations – foreign accents

Judgmental native speakers

Low language self esteem

A Scenario – You’ve Moved!

Myth #2 Immigrants cling to their native

language, perpetuating it into the next generation

Most foreign born residents speak English well Overall children of immigrants show strong

advances in English For children of immigrants speaking English

means fitting it

Heritage Language

“The primary language ‘problem’ among most immigrants is not a lack of English-language

learning, but rather…the rapid loss of the immigrant languages across the communities” (Tse, 2001,

p.29).

Benefits of Heritage Language Development

Two major benefits for children and adolescents

Hastens the development of English Students may become bilingual and biliterate

Family Benefits of Fostering Heritage Language Development

Decrease generation gap issuesTension, frustration, and even fistfights

have resulted from miscommunication, unintentional slights, and inability to convey even simple messages.

Societal Benefits of Fostering Heritage Language Development

Social capitol Increased career options

Sales, customer relations, public service Stronger diplomatic and security corps Strengthens the U.S. in the world economy

business negotiations

How can we support heritage language development in the public school system? Encourage students to be proud of their heritage language Have books from a variety of heritage languages in your

classroom Encourage the school library to provide books in heritage

languages Offer an afterschool heritage club

Heritage Language Literacy Club at Bailey’s Elementary SchoolFairfax County Public Schools http://www.cal.org/heritage/profiles/programs/FairfaxLitClub.html

When minority languages are treated as resources rather than problems, heritage languages have the potential to benefit individuals and society alike. When non-English languages and bilingualism are developed heritage-language-speaking children are more likely to become proficient in English, to succeed academically, and to contribute positively to the job force as adults, precisely the same goals held by language assimilationists. The bottom line is this: rather than being a problem or a luxury, the heritage language is a necessity for the good of the individual as well as for larger society (Tse, 2001, p .54).

Final Thought

Resources Tse, L. (2001). “Why don’t they learn English?”: Separating fact

from fallacy in the U.S. language debate. New York: Teacher’s College Press.

Cahill, A.P., Dutton, S., Gutierrez, D., Jaramillo, J., Karnes, K., Shangraw, S. & Donovan, S. Behind the headline: Trends and Implications for County residents. (May 2011). Retrieved May 19, 2012, from http://www.fairfaxcounty.gov/demogrph/pdf/behind_the_headline.pdf

Echevarria, J., Vogt, M. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. United States: Pearson.

English for speakers of other languages program profile. (2012). Retrieved May 19, 2012, from http://www.fcps.edu/index.shtml