Communication is one of the most vital components of a learning environment. Teachers rely on the ability to communicate to help students understand the material, and students rely on it as a way to express concerns regarding what they are learning. However, for English Language Learner (ELL) students, this ability is hindered.

ELL students, also known as Emergent Bilingual students, are students who are learning English in addition to their native language.

Classes can be significantly more difficult for these students. Lessons may feel harder or more confusing, and misunderstandings may be common. According to Santa Ana College, ELL students often struggle with core school subjects like reading, math, science and social studies. 

ELL students may also struggle to connect with their peers due to the language barrier. This can lead to them being isolated from other students, and in some cases, can lead to judgment from others due to the differences between them.

Paloma Martinez, an ELL student at Judson High School, stated “It is difficult because all of them (other students) understand each other, it’s very easy to feel lost and unable to fit in.”

This, however, doesn’t mean these students are helpless.

According to research by the National Center for Education Statistics (NCES), about 5.6 million students across the United States were classified as English Language Learners in 2021. Out of all the states involved in the research, Texas had the highest number of ELL students. 

Due to the high number of these students, schools offer many programs to help them become fluent in English. An example of these programs is called ELL Pull-Out, which takes the students out of the classroom to teach them English in a separate space. This is done during specific times when it is not an obstruction to their other classes. The program consistently provides students with lessons over time.

Another example of these programs is bilingual education, which teaches students in both English and their native language. This way, students can develop both languages at the same time. This program helps students learn a new language while preserving their native one. 

There is also state mandated testing like the Texas English Language Proficiency Assessment System (TELPAS), which aims to assess how well students are understanding English. Emerging Bilingual students, grades kindergarten through twelfth, are mandated to take the test. 

The test focuses on gauging the reading, writing, listening and speaking capabilities of the students. The Texas Education Agency (TEA) states, “The TELPAS results provide an annual indicator of where each EL (English Learner) is on a continuum of English language development designed for second language learners.” This helps schools determine whether the students should continue to receive support in ELL programs, or if they are ready to move out of the programs.

On a more local level, Mrs. Hooper, the ELL teacher at Judson High School, stated there are approximately 300 Emergent Bilingual (EB) students in the school this year. Out of those 300, about 50 of them have been in the country for less than 3 years, and about 15 are completely new to the country. 

Due to the high number of ELL students on campus, Judson High School offers the English Language Development and Acquisition (ELDA) program, which includes students that recently moved to the country and students that have no knowledge of the English language. 

In many cases, “their (the student’s) original home language doesn’t have any written expression, so not only do they have to learn the alphabet, but they also have to learn a whole new system of language that they’ve never encountered before.” Mrs. Hooper commented.

The program teaches the students during a normal class period of fifty-five minutes, with the main goal of creating a foundation for students to build upon as time goes on.

Mrs. Hooper stated that she feels the program is “pretty successful.” Even claiming that “usually by about three years they (the students) have become much more independent.” 

An anonymous student stated “I can understand it (English) more, and I can speak it a bit now.” They also feel they are capable of understanding their teachers better and communicating with them due to the ELDA program. This particular student has been in the program for about three years.

Some teachers also provide additional assistance to students that need it. Mr. Erikson, a United States History teacher, provides accommodations for ELL students in his class. He allows these students to use tools like google translate on their phones and school assigned chromebooks. These tools successfully allow students to comprehend the lessons better and perform better in the class. “I can definitely see an increase in their scores,” Mr. Erikson stated.

While ELL students may be at a disadvantage due to their lack of familiarity with the English language, there are a number of ways to ensure the success of these students. These students are not to be underestimated, and as ELL teacher Mrs. Hooper stated, “I would love for people to understand that just because somebody speaks a different language, doesn’t mean they’re not intelligent.”