Myths and Misconceptions about English Language Learners

This article was a real eye-opener for me. I had always heard that younger children learn second languages quickly and easily. The research from the late 50s and 60s proposed that "children are superior to adults in learning second languages because their brains are more flexible (Lenneberg; Penfield & Roberts.) The other research indicated that the children do perform less well than adolescents and adults other than in the area of pronunciation. As teachers, we must use appropriate criteria to evaluate the progress of our students who are learning a second language. The level of difficulty is the same for children as well as adults. Another myth states the younger the child the more skilled they are in acquiring a second language. The article states that younger children do not have an advantage over older students. Teachers can support the ELL by supporting their first language, while helping them to stay current in their content areas. We can provide additional resource material, welcome the child into group activities where peer tutoring can support understanding of vocabulary and use varied sheltering techniques. The third myth promotes immersion in the English language. The teacher can provide a classroom where both languages are supported resulting in the student learning just as much as in the immersive environment. Using the home language "acts as a bridge for children, enabling them to participate more effectively." Myth 4 states that children have acquired a language if they can speak it. There is much more to the story as speaking a language does not necessarily equal a deep understanding of content area information.Teachers and administrators must not assume the child is ready to navigate through school on their own just because they have mastered the spoken language. Their vocabulary and ability to analyze content information can still be limited ,thereby, impacting their success in the classroom. The last myth states that all children learn a second language in the same way. Different cultures have different ways of talking. Some children are raised by siblings or peers and can more readily understand when spoken to by a non-adult. American children are given instructions verbally, while children from other cultures are taught by doing with less verbal coaching and more visuals. As teachers, we must be aware of cultural differences and respond to the student in a way that is sensitive to his/her background. So we must learn all we can about our students to be most effective.