TheEnglish Language Learners (ELL) face various challenges especiallythose in the elementary schools and from the poverty stricken areas. This thwarts their efforts to succeed in the process of learningEnglish and all the other disciplines written mainly in it. Theteachers have been using methods that do not help the learners tohandle complicated texts. This strategy has to change to solve thecurrent problem. The students should be given time to time andextended opportunities to evaluate the content of the materialprovided and go through complex texts in small groups with theirfellows. It is imperative to state how the ELL in elementary andpoverty areas can be helped to succeed.
Amongthe techniques that can be used is to increase the production andpeer interaction of the ELL learners concerning the English language(Greene, 2013). This enables them to demonstrate in class theabilities they have while speaking English. Improvement can only beachieved through time and practice. Most of the activities should bestructured to support the group interaction while using English toexplain concepts in and outside the class. Similarly, the tutors havethe responsibility of ensuring that teach the relevant vocabulariesand structures explicitly to support the language development. Theyshould not only teach how to read and write but also assist learnersto know all the aspects of language. Language functions differentlydepending on the mode of communication used in a particularcurriculum. The teachers should undergo the formal training thatmakes them useful in achieving these goals.
Thereis need to develop the background knowledge that is meant to increasecomprehension as far as the ELL is concerned (Greene, 2013). Eachcontent area has various activities that need to be built on indetail. Learning a new idea is not easier given the problems facingthe ELLs. It is upon the teachers to elicit the background knowledgecreatively from the students when addressing the content topics forthem to maximize on the comprehension of the material. Likewise, thelevel of parent involvement in ELL should increase. Teachers need toshare with the parents concerning the progress of their studentsabout any event taking place at school. Regardless of the languagespoken by the parent, they have a role to play in the academicsuccess. However, the families under the ELL category may find ithard to assist in the process because of the issues like language andcultural barriers. The teachers can advise on what should be done tohelp the student.
Allthese methods can also be used for learners from families that arenot financially stable. More still needs to be done in this area. Theteachers should help the students to connect and build therelationships amongst themselves before doing so to the institution.They focus on helping the learners to know where they are coming fromand believe that they have the potential to succeed. The experiencededucators must educate and also respond to the children living inpoverty and struggling to learn the language. The teachers lead byoffering practical instruction that yields positive results in thelong-run. A conducive environment is created where the childrencannot be discriminated in any manner. All the practices that inhibitsuccess are eliminated, and collaboration is needed to create alearning atmosphere for the students (Johnson, 2013).
Toconclude, ELL learners and those coming from poverty areas can behelped by solving the challenges they face. Poverty is not an excusein the effective teaching of students. When the teachers play theirrole, these learners will finally succeed in learning the language.
Greene,R. (2013). 5Key Strategies for ELL Instruction.Retrieved fromhttps://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/on March 27, 2017.
Johnson,C. (2013). LeadingLearning for Children from Poverty.Retrieved fromhttps://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/351/Leading-Learning-for-Children-From-Poverty.aspxon March 27, 2017.