English language learners’ needs

Contrary to the argument by one district administrator that English Language Learners cannot handle the current Common Core Standards, the learners can manage these higher expectations and standards. The writer asserts that learners need complex materials since lack of such materials has prevented them from being fluent in English language. These complex materials have to be accompanied by instructional support so that to address the various linguistic and cognitive challenges they may encounter across all levels of the curriculum (Fillmore, 2014). The assumption by educators that ELLs should be provided with texts that are simpler than those being used by other students can lead to withholding of common Core from ELLs.  Giving the students school curriculum using the basic languages while they are learning English can assist them to simultaneously develop language skills and academic levels (Fillmore, 2014).

For the students learning the English language there I the risk of more attention being paid to obtaining English fluency at the expense of learning the other core subjects in the curriculum (Fillmore, 2014). There is also the need for learners to interact with those people having the knowledge of the language they intend to learn so that they can effectively develop skills in second language. Such kind of support is what the learners and speakers need for learning of the second language to happen. Interaction between the ELL and other people knowing the language will facilitate a quick learning experience. In addition, allowing the students to have an exposure to complex learning material will enable them to translate complex vocabularies into simplified forms. The interaction among the learners and between the learner and the speaker will provide an avenue for discussion on the extent to which second language has taken place.

Reference

Fillmore, L.W., (2014).English Language Learners at the Crossroads of Educational Reform. University of California.