The Impact of Negative Perceptions of ELLs on the Learning Environment

Abstract

The population of English Language Learners (ELL) students is the most rapidly growing student demographic in American education. This growth has presented new challenges and has contributed to the emergence of negative perceptions about educating ELLs among mono-lingual mainstream educators. Research indicates that factors behind these negative perceptions towards ELLs include language ideologies of mainstream educators, the hindrance of academic growth and participation caused by these language ideologies, and lack of preparation and resources to educate this growing student demographic. This project aims to resolve this problem in an attempt to shift negative perceptions educators may have towards buying into learning of ELLs at Sewanhaka High School. Sewanhaka High School has experienced a rapid 40% increase in ELLs in the last four years leading to many challenges for mainstream educators to adjust. These solutions include putting educators in simulated experiences ELLs endure to increase empathy, present strategies to increase student voice and improve relationships between teachers and ELLs, create a collaborative co-teaching relationship in order to best prepare a culturally and linguistically responsive learning environment, and provide a long term professional development plan to increase feeling of preparation to educate this growing student group. Future research suggestions may include conducting longitudinal studies to examine how educator perceptions towards educating ELLs evolve over time as they become better equipped to provide support for these students.