English language learners (ELLs) have the same hopes, dreams, and aspirations as the other students in their classrooms; however, they may have backgrounds that create unique social, emotional, and academic support. This section will address some of the needs specific to many ELLs in U.S. schools.
New Comer ELLs
The ELLs that cause the most stress for teachers are the newcomers. These students often speak very little or no English and usually have minimal, if any, English language proficiency skills. Teachers’ first experiences with classroom newcomers can be overwhelming, frustrating, and emotionally straining. I have met with new teachers to discuss strategies to address issues with newcomers in their classroom who started crying due to the frustration and empathy they feel for their ELL students. This section will address issues and offer ideas to welcome and support newcomers.
Welcoming ELLs
It is vital that ELLs feel welcome and appreciated in your classroom. There are different strategies teachers use to welcome newcomers so that they feel part of the classroom and larger school community. For instance, in my classroom, I would have everyone, starting with myself, stand one at a time and introduce themselves to the new student in English and any other language the student may know. During my opening example, I would translate the introduction into the new student’s language and allow them to correct my mistakes if they are inclined. Teachers must remember and appreciate that all students are different, and some students may be uncomfortable participating in this exercise.
Unlike the ELLs born in the United States, newcomers will experience a culture shock. We expect them to learn content while learning a new language and do this in an unfamiliar country and culture. This situation can often overwhelm them, and teachers must do everything possible to assist these students in successfully navigating their new homes. There are four stages newcomers go through as they adapt to their new environment: Euphoria, Culture shock, Acceptance, and Assimilation/adaptation.
Euphoria
In this first phase of euphoria, like any travel to a new and exotic destination, newcomers are initially excited about their new surroundings. As if on vacation, they delight in the different aspects of the culture and all the new people they meet. Many may immediately make new friends and access a higher standard of living than they knew in their native country. This excitement usually dissipates quickly, and newcomers become homesick, often missing their culture and extended family.
Culture Shock
After the euphoria, newcomers may become hostile towards their new environment, rebelling against their classmates, teachers, and school. Educators must remember that many of these students are removed from their extended families and friends they left behind and will most likely become extremely homesick for their native country and culture. This homesickness is why teachers must do everything possible to create a welcoming environment in their classrooms and the broader school community.
Acceptance
At this stage, ELLs begin to gradually accept their new setting. Now, they may feel part of the community and dwell less on what they have left behind and what is possible in their new home. Teachers may begin to see them look to the future and notice more effort to acquire English proficiency.
Assimilation/adaption
Once the ELL reaches the fourth phase of cultural accommodation, they are ready to assimilate or at least adapt to their new home. Often this means a full embrace of community where they see themselves linked to their new home through family, friends, school, or place of worship. This embrace allows them to take full advantage of everything their community offers. This level of cultural accommodation is where we want all our ELLs to find.
Below is a YouTube video that describes welcoming and supporting newcomers.
Silent Period
Many educators describe newcomers in what has become known as the “silent period.” This period is the initial phase of English language acquisition, where the newcomer is anxious about speaking in front of others. They are apprehensive about speaking because they rightfully know that they do not speak English proficiently and are afraid they will be made fun of or feel uncomfortable. So, they sit and listen. This is the first phase of language acquisition. Also, the American classroom can be very strange to many newcomers, especially those from East Asia, where educators expect the students to sit quietly while the teacher provides instruction.
ELL Names
The names of ELLs can be tricky for American teachers and students to pronounce and write correctly, so teachers should take the time to get them right. Please make a point of having the ELLs help you pronounce their name correctly. They usually enjoy this exercise and have fun watching you struggle to pronounce the more difficult names. Regardless of how difficult a student’s name is, teachers can acquire the proper pronunciation, albeit with an American accent. The ELLs will much appreciate the effort at respecting their names, which may be traditional family names handed down for generations.
Be Friendly!
As with all students, being friendly goes a long way and takes little effort. This friendliness is even more essential for ELLs who may be estranged from family and friends. Make a point of smiling and saying hello and good morning. It may be difficult, but being friendly to the most unfriendly students is the best approach. These students may be the ones who need friendliness the most, and they will usually respond to that kindness eventually because they begin to understand that you care about them. Here is a video explaining the importance of showing the students you care.
Helpful YouTube video:
