Running head: LITERATURE REVIEW 1

Literature Review: Standard 1 – “Success for English Language Learners”

Samantha A. Yazzie

National University
LITERATURE REVIEW 2

Abstract

In the following paper, I will review the article, “Success for English Language Learners”. The

article analyzes the teaching standards and student standards in relation to English Language

Learners. It provides arguments against mandates that make success for ELLs almost impossible.
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Literature Review: Standard 1

The state of California, in July of 1997 had developed a set of standards for both

the teacher and the students. These standards set high expectations for both parties and were

expected to guide the curriculum and be connected to state assessment of students’ achievement

(Success for English, 2001, p. 200). The language of the teacher standards promotes inclusion.

Therefore, according to “Success for English Language Learners” (2001), “as the standard for

assessment of a student’s academic achievement, it was assumed the child would understand the

language used for instruction and the language used in the assessment instrument” (p. 200). Data

is used to drive classroom instruction, but they seem to be forgetting English Language Learners

(Success for English, 2001, p. 201).

Three mandates limit the success for ELLs: standardized state testing, no social

promotion, and disallowance of the student’s native language for content instruction. A teacher

must be efficient and effective, especially when working with ELLs to help bridge the gap. One

of the key teaching standards is standard 1: building on students’ prior knowledge, experiences,

interests, etc. However, “Success for English Language Learners” (2001) reports, “English

language learners’ prior experiences intimately involve their native language and culture” (p.

202). Teachers are expected to fully engage the students in instruction, while limiting their

expressions of themselves and their language. For some of the students, this is all they have, this

is how they communicate, this is what their families gave them.

A biliteracy model was suggested by “Success for English Language Learners” (2001)

where “the nature of the two languages in the classroom is developmental: where the native

language is used to develop literacy in the content areas and the second language (English) is

used to develop English language proficiency” (p. 204). But teachers should also utilize
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strategies with the ELLs such as Specifically Designed Academic Instruction in English

(SDAIE) strategies to continue and build on the learning. “Success for English Language

Learners” (2001) states, “through SDAIE methods, teachers design learning experiences that

attempt to connect content to English language learners by using a variety of visual and oral

teaching strategies” (p. 204).

Although we are building on that prior experience and knowledge, it is not known how

much students retain to perform well on the state tests. We are taking away one element of who

they are from them, we are taking away their language. While they may show growth and

understanding, we are still testing them in a language they don’t understand. According to

“Success for English Language Learners” (2001), “if this standard is to ensure that students meet

the rigors of grade level academic content, then teaching strategies, materials, and resources need

to be accessible to all students – and included in the English language learner’s native language”

(p. 204).
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References

Success for english language learners: Teacher preparation policies and practices.

(2001). Teacher Education Quarterly, 28(1), 199. Retrieved from

https://nuls.idm.oclc.org/login?url=https://search-proquest-

com.nuls.idm.oclc.org/docview/222880242?accountid=25320