English Language Learners Z A Policy Research Brief 1English Language LearnersA Policy Research Brief produced by the National Council of Teachers of EnglishIN THIS ISSUEZ A Nation with Multiple Languages Z The Many Faces of English Language Learners (ELLs)Z Recent Policy HistoryZ Common Myths about ELL StudentsZ Research-Based Recommenda-tions for Effective ELL InstructionContinued on page 2A Nation with Multiple Languages Many immigrants and refugees have come to the United States over the years, and when an increase in newcomers reminds us of this fact, we often express concerns. In the past 30 years, the foreign-born population of the U.S. has tripled, more than 14 million immigrants moved to the U.S. during the 1990s, and another 14 million are expected to arrive between 2000 and 2010. These numbers have lead to reports about an emerging and underserved population of students who are English language learners (ELLs). Some reports portray English language learners as a new and homog-enous population. Actually ELLs are a highly heterogeneous and complex group of students, with diverse gifts, educational needs, backgrounds, lan-guages, 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 ELLs are a highly heterogeneous and complex group of students.This publication of the James R. Squire Office of Policy Research offers updates on research with implications for policy deci-sions that affect teaching and learning. Each issue addresses a different topic. To download this policy brief, visit the NCTE website at www.ncte.org and search for “English Language Learners.” For more on this topic, search for “ Research Clips on English Language Learners.”2 English Language Learners Z A Policy Research BriefEnglish; 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 genera-tion. 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. ELL students are a diverse group that offers challenges and opportunities to U.S. education and to English language arts teachers in particular. 1 The Many Faces of English Language Learners (ELLs)StatisticsELLs are the fastest growing segment of the student population. The highest growth occurs in grades 7–12, where ELLs increased by approximately 70 percent be-tween 1992 and 2002. ELLs now comprise 10.5 percent of the nation’s K–12 enrollment, up from 5 percent in 1990. 2ELLs do not fit easily into simple categories; they com-prise a very diverse group. Recent research shows that 57 percent of adolescent ELLs were born in the U.S., while 43 percent were born elsewhere. ELLs have varied levels of lan-guage proficiency, socio-economic standing, expectations of schooling, content knowledge, and immigration status. 3ELL students are increasingly present in all U.S. states. Formerly, large ELL populations were concentrated in a few states, but today almost all states have populations of ELLs. States in the Midwest and Intermountain West have seen increases in the number of ELL students; in Illinois, for example, enrollments of Hispanic undergraduates grew by 80 percent in the last decade. 4 Nationwide, approximately 43 percent of secondary educators teach ELLs. 5ELLs sometimes struggle academically. In 2005, 4 percent of ELL eighth graders achieved proficiency on the reading portion of the National Assessment of Educational Progress (NAEP) versus 31 percent of all eighth grad-ers who were found to be proficient. Non-native English speakers 14–18 years old were 21 percent less likely to have completed high school than native English speakers. 6Key TermsThe terms used to describe ELLs blur, overlap, and change with time, as well as with shifting socio-political dynamics.ELL (English Language Learner): an active learner of the English language who may benefit from various types of language support programs. This term is used mainly in the U.S. to describe K–12 students.ESL (English as a Second Language): formerly used to designate ELL students; this term increasingly refers to a program of instruction designed to support the ELL. It is still used to refer to multilingual students in higher education.LEP (Limited English Proficiency): employed by the U.S. Department of Education to refer to ELLs who lack sufficient mastery of English to meet state standards and excel in an English-language classroom. Increasingly, English Language Learner (ELL) is used to describe this population, because it highlights learning, rather than suggesting that non-native-English-speaking students are deficient.EFL (English as a Foreign Language) Students: non- native-English-speaking students who are learning English in a country where English is not the primary language.1.5 Generation Students: graduates of U.S. high schools who enter college while still learning English; may include refugees and permanent residents as well as naturalized and native-born citizens of the U.S. 7English Language Learners Z A Policy Research Brief 3sheltered/structured English immersion and then transferred to a mainstream English-language classroom. Voters in Arizona and Massachusetts have approved similar initiatives, and 25 states have English-only laws which shape ELL educa-tion. However, there is no evidence that statewide English-only initiatives improve the learning outcomes of ELLs.8Common Myths about ELL StudentsMyth: Many ELLs have disabilities, which is why they are often over-represented in special education. Reality: While it is true that a disproportionate number of