Pop quiz: What is the fastest growing portion of the school aged-population?

If you guessed children who do not speak English as their first language, then you are in the know. We have an incredible opportunity to fill our classrooms with the rich diversity of culture, experience, and language that comes from the estimated 4.6 million children in schools who speak a language at home other than English. Instead, the statistics show that this population of students consistently score well below native English speakers on NAEP scores.

To discuss this, let’s set the terminology. Recent trends have called these learners ELL for English Language Learners. But as research demonstrates, maintaining AND developing literacy skills in the home language provide optimal outcomes for these students. This is why Dr. Laida Restrepo - who studies dual language learners, developmental language disorders, and educational policy - advocates for the term dual language learners. Learning English at the cost of losing the home language is not the goal. Moreover, this outcome is shown to have negative effects socially and academically for the child. States, such as Arizona, that have adopted “English-Only Instruction” laws have not seen better outcomes compared to states that allow dual language learners to leverage their skills in their first language. We know that development of phonology and phonemic awareness in a first language (L1) transfers to the learning of a second language (L2). A dual language learner with well established phonemic awareness skills will be set up for success in learning phonics in English as they don’t need to relearn phonological awareness. It is critical to establish phonemic awareness in L2 if it doesn’t exist in L1. When you apply the Science of Language and Reading (SOLAR - see how swiftly I incorporated that reference to my last blog post?) in your teaching practice, then a lot of your instructional methods can be applied to teaching dual language learners. For example, a basic guiding principle to keep in mind is that systematic phonics instruction can be very effective in supporting dual language learners. But, phonics skills won’t facilitate reading comprehension if students’ oral language proficiency is not developed to the level of the texts they are expected to read. Here are some important concepts to keep in mind:

1. Incorporate intensive oral language development as you provide reading instruction (another SOLAR plug). Focus on vocabulary, figurative language, academic language, complex and varied syntax.
2. Dual language learners (and all of your students) need explicit instruction in the orthography, morphology, and phonology of the English language. Students who have established literacy in their L1 don’t need phonemic awareness instruction. But they will need instruction in the sounds of the English language to be able to apply phonics skills. Morphology will be incredibly empowering for dual language learners! Students who speak a Romance Language - such as Italian, French, or Spanish - will be able to take advantage of the fact that their language and English borrow heavily from Latin, thus creating a bridge of familiarity for many word meanings.
3. A huge focus of instruction must center around vocabulary acquisition. And simply defining words or pre-teaching them before reading a text is not sufficient. Focus on frequently used words that contain word parts (roots, prefixes, suffixes) that will help students analyze other unknown words. Academic words that indicate relationships among other words such as because, therefore, and since, must be taught explicitly. The meanings of these words will be acquired successfully through multiple opportunities to hear, say, write, and interact with the words. Drawing and drama are two creative avenues to explore as a means of enhancing vocabulary instruction. There are researched-based examples of drama as a means to enhance vocabulary and comprehension of texts for dual language learners that you can learn about here. Think about the power of enacting characters, emotions, and plot.

Phonics skills won’t facilitate reading comprehension if students’ oral language proficiency is not developed to the level of the texts they are expected to read.

We owe all of our students the fundamental right to learn to read and write. Just as we say a student’s zip code should not determine their educational outcomes, neither should their home language. If you have the opportunity to encourage the family of a dual language learner to develop oral language and literacy in the family’s L1, please do so! It might be an unexpected message, as there is a lot of misinformation about how dual language learning works. Literacy in the L1 is an advantage. And it is our job to focus our instruction on the practices that will set our dual language learners up to reach their potential.