Common ELL Myths and Misconceptions
Resource: Debunking the Myths of English Language Learners
https://www.edutopia.org/discussion/debunking-myths-english-language-learners
Resource: Myths and Misconceptions about ELLs and Language Acquisition
Misconception: Students can't learn a second language as they age.
Research Suggests: Young children are more efficient in developing native-like pronunciation, giving them an advantage. But there is no age where individuals stop being able to learn new languages.
Misconception: All ELL students are from low socioeconomic status families.
Research Suggests: Poverty is no directly connected to ELL students and does not predict the success of learning a new language.
Misconception: Using native languages in the classroom hinders ability to learn a new language.
Research suggests: When students are able to use their first language amongst peers who also speak the same language, they are more likely to use English for communicative purposes in social settings.
Misconception: The language acquisition process can be sped up.
Research Suggests: Language acquisition takes time and requires exposure in different contexts. Speeding up learning can be detrimental to a student's learning of pronunciation. Each individual learning a new language goes through the same four step process: silent period, early production, speech emergence, intermediate fluency.
Misconception: Increased exposure to English will accelerate learning.
Research suggests: Students whose native language differs from English need time in class using their native language in class to think and problem-solve.
Misconception: ELL students must learn to speak the language before writing it.
Research suggests: Developing oral and written skills should happen simultaneously to increase repetition of the new language. We learn by seeing the words and sounding them out when first learning to read and write.
Misconception: Students need to be corrected
Research Suggests: Correcting students in front of the class can diminish a student's self esteem. As they practice, students will comprehend errors and self-correct. However, students still need support and should help a student when asked. All corrective strategies should be done privately and kindly.
Misconception: Must adopt new culture to learn new language.
Research suggests: Culture and language are completely isolated processes. Students can learn the language of the non-associated culture they have moved into. It is the teacher's job to help the student make sense of the cultural differences that affect their language barrier and learning.
Misconception: All ELL students are immigrants.
Research suggests: Most current ELL students were born in the USA. Their parents were immigrants.
Misconception: All ELL students have similar backgrounds, SES and cultures.
Research suggests: Not any one student is exactly the same, regardless if that student is an ELL student or not. Every student comes from a different background, is a different race, has different religious beliefs and cultures, holds different values and comes from different SES backgrounds. Just because a student is labeled ELL does not give us the right to clump them together. Their individual experiences make them unique and we should work harder to get to know our students, make them feel safe and supported, and use our knowledge of our students to help them learn.