EDUC 701: Advanced Learning Theory and Research

Teacher preparation Deficit for English Language Learners (ELLs)

EDUC 701: Advanced Learning Theory and Research

Teacher preparation Deficit for English Language Learners (ELLs)

Based on information from the NEA (“National Education Association”), ELLs (English language learners) increase with each passing day. This being the case, it is approximated that in every for students, one of them is an ELL (NYU, 2018). Furthermore, in public schools, ELLs are said to be the swiftest developing learner populace group. With this in consideration, it is predicted by various researchers and scholars that by 2025 a quarter of the public learning institutions students will be of the ELL category (NYU, 2018). On this basis, there is a continuing debate on the feasible approaches to teaching the ever-increasing number of ELLs. This paper discusses the teacher preparation deficit for ELLs.

Problem

Since there is a rise in the number of English language learners, the demand for ENL (“English as a New Language) educators has also risen. However, currently, the country is also dealing with challenges entailing a scarcity of teachers who can help the ELLs. Concurrently, most of the educators available are also not quite prepared to teach ENL (Petrie & Darragh, 2018). This problem is backed by Song (2016), who claims that educators handling ELLs are in most instances underprepared for the task. Therefore, this problem has existed for some time, yet no real progress has ever been made to solve it. This is fueled by the fact that existing research support on ELL teaching is in short supply. It is worth noting that many articles and texts present only propose practices intended for ELLs but do not attest to how properly the methods perform. Another source of concern is that the various procedures to instruct ELLs are not being dispensed to educators. Such issues result in a performance gap between English and Non-English learners. This is thus a severe problem that needs to be addressed before it is too late.

Practices, Procedures/ Policies which resulted in the problem

The issue of ELLs education is noteworthy today because of the increase in the Non-English articulating populace, facilitated by the soaring immigration rates. The 2001 NCLB (“No Child Left Behind”) Act, together with the teacher preparation deficit, are among the primary practices that resulted in this problem. A policy that can be linked to this problem is based on the US Supreme Court decision in the 1974 “Lau Vs. Nichols” case. Based on the ruling, learners who could not comprehend the dialect through which they were being educated were not offered equal education (Callahan & Shifrer, 2016). The case moved to show that all learners should acquire quality education despite their native dialects. However, the learners can only obtain equal and quality education if they can comprehend the teaching language. State policy administrators also focus on establishing education systems that satisfy ELL requirements and offer well-grounded academic frameworks (Olvera & Olvera, 2014). In late 2014, a task force was formed to investigate more on this problem. However, not much ground has been covered on teacher preparation deficits and deficiency of ELL educators. It is also worth noting that the learning institution and district policies do not always offer educators the precise direction and backing needed to meet the recurrent English Language learning needs (NEA, 2018).

Problem Importance

The problem of teacher preparation deficit is essential to the overall teaching and learning field. For education and learning to be effective, the students have to be conversant with the educator’s language. However, this is not the case when it comes to ELLs. This being the case, the ELL teaching by the English Language educators does not often occur in fundamental academic classes such as mathematics and sciences. Since the ESEA (“Elementary and Secondary Education Act”) forbade ELLs from being removed from the fundamental educational classes (Song, 2016), the problem is significant as the ELLs can not acquire quality education if they are not conversant of the English language. According to Harrison & Lakin (2018), educators without ESL accreditation are classified as unprepared to handle ELLs. The problem has not been sufficiently addressed based on little to no research on the same. Therefore, the missing research part that led to exploring this problem is how to address the lack of educator preparation in dealing with ELLs. In a research conducted in 2006, over a thousand educators claimed that they required additional guidelines to handle ELLs effectively (NEA, 2018).

Steps to Tackle the Problem

Since the problem has not been sufficiently addressed based on little to no research, the possible steps to address this concern are based on my own opinion. The first possible solution comes from the point that current educators did not undertake courses that entailed instructing ELLs as part of the curriculum. Such teachers do not have a preparatory basis for teaching ELLs. Therefore, incorporating particular course units that entail ESL (English as Second Language) concepts into the educators’ curriculum in tertiary institutions could prove worthwhile. The second possible solution is to install an educational structure that assists ELLs, and the educators tasked with instructing them. This includes providing professional development chances for the educators where they are offered knowledge and skills on how to teach ELLs. Most importantly, the fresh educators should be dispensed knowledge of teaching non-English speakers before being enrolled in the teaching system.

Biblical Worldview

Various policies have been put in place to offer equal education chances to ELLs (US Department of Education, 2020). This is in line with the Bible’s teachings, whereby human beings should promote equality and diversity. Individuals have contrasting backgrounds, roles, and gifts as determined by God himself (Daniel 4:17, NKJV). This being the case, ELLs reinforce learning institution communities with diverse cultural and language perspectives. Therefore, these learners need to be appreciated, cherished, and supported. According to the scriptures, “We serve by faithfully administering God’s grace in its various forms” (1 Peter 4:10, NKJV). Thus, one method to emphasize God’s grace is through establishing the best learning surroundings for the ELLs, who ensure learning institutions are both multilingual and cultural.

Conclusion

In conclusion, this paper discusses the teacher preparation deficit for ELLs which has become a significant problem that would result in education inequality and an increased performance gap between English and Non-English learners if not addressed soon by the relevant stakeholders.