English Language Learners (ELLS) can often struggle with reading, writing, and spelling. This means they face unique challenges in the classroom which can be exacerbated by the need to learn a new language. What can we do?  

These challenges will impede their academic progress and have an impact on their social and emotional well-being. A learner who feels ‘cut off’ by a language barrier in learning will feel similarly isolated during periods of play and socialization. 

Educators are tasked with creating a supportive learning environment that values diversity and inclusivity, as well as providing targeted support that addresses the individual needs of the students in their care. But at this time of year, educator bandwidth is low: from final-stretch coursework, revision and instruction to ensuring test-time support is in place.  

That’s why for the run-up to test season, we’re exploring 5.5 very simple strategies that can improve the school experience for K-12 learners who are English Language Learners. 

1.    Supporting on an individual level

ELLs may need individualized instruction to help them succeed academically. One approach is to create an Individualized Education Plan (IEP) that takes into account the student's language proficiency, reading abilities, and any other needs they may have. This can help ensure that the student receives the support they need to learn effectively: the tailored approach means individual strengths and weaknesses can be supported using a toolbox of different tech and methodologies. 

2.    Don’t sleep on assistive technology

On that note, assistive technology can be a very valuable tool for students with reading differences, including ELL students. Text-to-speech devices can help learners read and understand written content, all the while developing the decoding skills and confidence that are key to developing fluency in English. Additionally, translation tech can help English language learners understand content in their native language and English, meaning that moving between the two is easier than ever.

3.    Fostering a globally-minded learning environment

It's important to create a supportive learning environment that values diversity and encourages inclusivity. Providing books and greetings in other languages is a huge step in making ELLs who have come from other language backgrounds feel welcomed, comfortable and able to communicate. This makes the environment feel less intimidating to them if they’re experiencing any anxiety. Teachers can also provide opportunities for students to learn about different cultures and languages. Could your reading corner be updated with reading materials about other cultures, countries or histories? 

4.    Addressing social and emotional needs

English language learners face unique social and emotional challenges in school. They may feel frustrated or embarrassed when they struggle to read or communicate in English, but on a more basic level, they might simply feel as if they’re ‘blocked out’ of participating in the social life of the classroom by the language barrier. Educators can help address these needs by providing emotional support and creating a safe and supportive classroom environment.

5.    Involving parents and caregivers

Parents and caregivers can play an important role in supporting ELLs: not all learning happens in the classroom. Teachers can involve them in the language process by providing regular updates on their child's progress, and by offering tips and strategies for supporting their child at home. A lot of progress can happen when we cultivate the confidence for at-home reading and engaging with English-language media. Additionally, teachers can provide resources for parents and caregivers, such as books or websites, to help them better understand dyslexia and how to support their child's learning.

…and the .5?

The identification of dyslexia in ELLs is something that the system as a whole needs to work on. When a learner is working in English and coming from another language background, that language stress can obscure dyslexia. If an ELL is struggling with their work, it’s very often assumed that this is likely because of a language barrier. It’s not always true.

As professionals who work with ELLs, we need to be engaged and aware of the signs that somebody learning English might also be dealing with dyslexia-related difficulties when it comes to reading. It might make all the difference to their entire educational experience, and the sooner learners can get the right support for the job, the easier it is to develop fluency and confidence.

Improving the school experience for K-12 learners who are both ELLs and have dyslexia requires a multifaceted approach: it’s not as simple as supporting one or the other, and generally, it’s a lesson in always investigating the potential for dyslexia. Missing it can make it far harder for tried and tested classroom language learning strategies to stick, and expose learners to huge amounts of stress.

Supporting English language learners at home and in class   

C-Pen Reader 2 is designed for supporting reading. It’s also designed to be on the move: rechargeable, sturdy, lightweight and portable. It even comes with comfortable earbuds to make reading anywhere as simple as pressing a button. 

With multi-language dictionary support and no need for Wi-Fi, it’s optimized for those navigating English learning—and helping in class. It also means that it’s easier than ever to create a culture of reading at home.