Reducing the Achievement Gap Affecting English Language Learners

Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...

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...gies that can be implemented to diminish the achievement gap. Some strategies include pairing up the ELL student with a buddy in the class and incorporating the use of group work to help the student feel more comfortable asking questions and for help; also allowing the ELL student to practice their English with their peers.

Works Cited

Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Cummins, J. (1992). Language proficiency, bilingualism and academic achievement. The multicultural classroom: Readings for content area teachers (pp. 15-26).
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
Goldenberg, C. (2008). Teaching english language learners what the research does—and does not—say. American Educator, 8-44.