Upon examination (or researched information) of the newly revised Arizona English Language Proficiency Standards, write a 400-word critical analysis of the ELP Standards. Explain how teachers who have ELLS in their classrooms can address these standards.

Given the increase in number of ELL students in the United States, many U.S. teachers should expect to have ELLs in their classrooms. Therefore, it is essential that schools accurately identify ELLs and understand their language proficiency in English as well as their home language. Most states have a similar protocol to determine whether or not a student is proficient in English when they enter school. Under federal law, ELLs must be provided appropriate English language development support services and be assessed annually until they meet a state’s criteria for proficiency in English on specific language tests in order to no longer be considered an English language learner.
Teachers must plan very carefully to ensure that all students participate in high-interest educational activities that are personally relevant. Failure to recognize and address students’ unique backgrounds could result in a large portion of the future adult population of this country who cannot participate successfully as global citizens. Academic experiences and parental perceptions impact students’ attitudes toward education. To create enthusiastic, lifelong learners, effective teachers show students that what they are learning in school will equip them with the knowledge, confidence, and skills necessary to have fulfilling lives. Teachers’ expectations have a powerful effect on students’ performance. Effective teachers hold high, realistic expectations for themselves and all students. They believe in their ability to create a caring classroom climate and in their students’ ability to succeed. If teachers act as though they expect their students to be hard working, interested, and successful in class, they are more likely to be so. Teachers communicate their expectations and attitudes toward their students through their actions and words. Students’ perceptions of teachers’ expectations and attitudes can affect their motivation and self-concept. Oftentimes, teachers show favoritism to high achievers by interacting with them more frequently, giving them more time to answer questions, and increasing the amount of positive feedback given to them. Conversely, low-achieving students are often seated toward the back of the room, have less opportunity to respond to questions, receive more criticism for incorrect responses, and are interrupted more frequently. Generally, teachers tend to be more supportive and positive toward capable students. Students’ academic performance and self-esteem are enhanced when teachers set high expectations and hold them to these expectations. Therefore, teachers need to set realistic expectations for all students when making assignments, giving presentations, conducting discussions, and grading examinations. “Realistic” in this context means that the standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. Teachers should guard against setting too low or too high expectations for students with special needs and too low expectations for gifted students. To develop the drive to achieve, students need to believe that achievement is possible—which means that teachers need to provide plentiful opportunities for success.
Effective teacher’s help students set achievable goals and encourage them to focus on long-term improvement, not just grades on current assignments. Students learn to evaluate their progress, critique their own work, analyze their strengths, and address their weaknesses. Limited English students who are learning to communicate reasonably well in English need encouragement and help. The terms limited English proficiency (LEP) and ELL are used for students who have not yet attained an adequate level of English to succeed in an English-only program. Students who are learning English as a second language (ESL) may attend special classes for ELL. Some schools use a pullout system, in which part of the student’s day is spent in special bilingual classes or individualized tutoring sessions and part in the general education classroom. This instruction enables them to learn the major concepts being taught in the general education classroom while they learn English. Other schools place students in sheltered classes consisting of specific cultural groups where the teacher is specially trained to work with LEP students. School districts who have a high percentage of ESL students often hire bilingual teachers to teach English and ELL students in one classroom. Whatever system is used, teaching students who have limited proficiency in English should include the use of plentiful visual displays, demonstrations, dual language texts, bilingual software programs, physical education activities, hands-on activities, group work, artwork, and cooperative learning. Teachers should attempt to communicate with LEP students through gestures, pictures, and any words they know from the students’ native language. Take time to teach English-speaking students some key words, phrases, or gestures so they can build peer relationships as well. Encourage other students to include LEP students in their activities, explaining that they can make the new students comfortable by helping them learn the standard procedures and popular activities. Always maintain a positive attitude, even though attempting to communicate with LEP students may be challenging.
Instruction can range from classrooms where all students receive bilingual/dual-language instruction to structured/sheltered English immersion classrooms to general education classrooms, where content instruction from the mainstream teacher is supported by an ESL teacher working with individual students. Unfortunately, ELLs often are not properly identified or transition out of services prematurely and are placed in mainstream classroom without additional language support. Given the importance of language development for academic success, all classroom teachers with ELLs must understand the principles and best practices of supporting their unique needs.