Beyond language proficiency: addressing the emotional and psychological needs of English language learners in New York State

Abstract

English Language Learners, or ELLs, have become a growing population in the United States over the past couple of decades. In states like New York, where the number of immigrants accounts for a significant percentage of the population and is increasing every year, local governments and school districts are faced with the responsibility of adjusting policies and perspectives as the cultures of their neighborhoods change. ELLs are a growing community that requires support beyond what is available in a general education classroom. The primary concern for educators regarding ELL students is their academic success and, more specifically, their proficiency in the English language. Although English proficiency is an important goal for ELLs, their emotional needs and mental health are often not given the same importance or even taken into consideration. This paper offers a unique perspective into the psychological implications of being an ELL and aims to highlight the real experiences of students in ELL programs in New York State. The research for this paper was conducted through an analysis of various academic papers and journal articles focusing on ELL programs, language anxiety, and case studies pertaining to the psychology of ELLs, as well as interviews with teachers in ELL programs and general education teachers with experience working with ELLs. The causes of mental health issues for ELL students explored in this paper include previous trauma, language anxiety, and cultural assimilation. The emotional unwellness of ELLs discussed in this paper impacts many aspects of their lives, including academic performance, home life, personal identity, cognitive and social development, and future success. There is a disproportionate connection between ELL students and psychological issues, putting these students at an even greater disadvantage. These findings indicate that educators of ELLs must be more aware of their students’ backgrounds and must be well-prepared to support their students not only academically but emotionally and socially as well. Teachers must carefully and constructively consider their pedagogical approaches to educating ELL students and create classroom environments that are supportive, engaging, encouraging, understanding, and respectful of all students. Keywords: early childhood and childhood education, English Language Learners (ELLs), New York State Education Department, English language immersion