Special Populations: ELL
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Special Populations Support Chart: ELL
Alyson Greig
School of Education, Liberty University
Special Populations: ELL
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Author Note
Alyson Greig
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Alyson Greig Email: [email protected]
Special Populations Support Chart
Student Name: Alyson Greig
Special Populations: ELL
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Special
Population
(identify
group):
ELL
Issues Faced in Providing
Effect Programming for
this Group:
Communication between
Educators
Limited communication
between specialized
teachers, such as gifted and
talented, ELL, and special
education teachers creates a
barrier to identifying
giftedness in special
populations. “This lack of
communication reduces
opportunities to observe
and know children,
including ELL children, in
multiple educational
settings.” (Harris et al.,
2009, p. 371). Due to
limited exposure, students
Lesson Plan Ideas What support
can be offered
from a biblical
world view?
Esperanza Rising By
Pam Ryan Munoz
Introductory
Lesson 1: In Lesson 1, I
would prioritize teaching
the historical fiction genre
before exploring this
novel. The story falls
under the "coming of age"
category, where our
protagonist navigates
through the challenge of
childhood into young
adulthood. Fourth and
fifth-grade students going
I appeal to you,
brothers, by the
name of our
Lord Jesus
Christ, that all
of you agree,
and that there
be no divisions
among you but
that you be
united in the
same mind and
the same
judgment. 1
Corinthians
1:10,
Special Populations: ELL
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are less likely to be
identified as gifted, so their
needs will not be fully met.
Research has indicated “the
opportunity for ELL
children to be identified for
having exceptional increase
gifts and talents when
educators collaborate to
bring together information
about a child from multiple
sources and environmental
influences” (Harris et al.,
2009, p. 371).
Inherent Teacher Bias
Additionally, an inherent
teacher bias and
teacher/school
preconceived negative
assumptions create a barrier
through a similar
developmental phase will
find this relatable. ELL
students, especially those
of Mexican heritage, will
appreciate seeing
themselves portrayed
positively and will
resonate with the cultural
practices and behaviors
depicted in this book. To
begin the book study, we
will first establish a shared
understanding of historical
fiction and its various
intricate aspects. This
exercise will enhance
comprehension and equip
all students with practical
strategies to apply while
reading.
Lesson 2: As a second
Paul's first
letter in the
book of
Corinthians,
was written to
a specific
community to
help people
face
challenges.
However, the
central
message of 1
Corinthians
remains
relevant today:
As followers of
Jesus, we are
expected to
uphold high
standards of
integrity and
morality to
Special Populations: ELL
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to identifying ELL students
as gifted. Multiple
researchers have studied
and reported the effects of
this bias on gifted
identification, including
“low teacher expectations
of minority students”
(Hernández et al., 2001)
and “negative reactions by
school personnel toward
non-English-speaking
students” (Soto, 1997).
These unconscious beliefs
decrease the likelihood of a
teacher explicitly observing
and recommending a
student for a gifted
education program. The
belief that a lack of English
proficiency is a sign of low
intelligence is incorrect and
leads to an
lesson, still, before
starting the novel, it is
essential to research the
Great Depression and
Dust Bowl eras, as they
serve as the backdrop for
the story. Understanding
the implications of this
challenging time period in
American history is
crucial to grasp the
characters' actions and
motivations fully.
Students should research
the causes and effects of
the Great Depression on
the economy and everyday
life in the United States
and how these events have
impacted current life. By
immersing themselves in
this learning experience,
students will gain a greater
reflect his
teachings to
those around
us.
Special Populations: ELL
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underrepresentation of ELL
students in gifted education
programs.
Language Barriers
Language barriers between
the educator and the
parent/guardians can lead a
parent/guardian to “refuse
gifted services for their
students based on
miscommunication or lack
of sufficient information in
the target language”
(Castellano & Diaz, 2002).
This miscommunication
contributes to the ELL
students being “
underrepresented in gifted
programs by 30% to 70%”
(Plummer, 1995).
understanding and insight
into the story's setting and
characters.
In Lesson 3: The Mexican
Revolutionary War may
have ended before the
story begins, but its
impact on the character's
thoughts, feelings, and
emotions is significant.
Students can better
connect and comprehend
their decisions and actions
by understanding people's
complex emotions during
that time. In this book, our
main character Esperanza
loses her father due to the
prejudiced beliefs of the
Mexican community
nearby. This event leads to
Esperanza's move to the
Special Populations: ELL
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Additionally, “conventional
markers for giftedness can
be especially inequitable for
ELLs, as their language and
culture may mask their
exceptional promise”
(Castellano, 1998). Gifted
assessments fail to consider
dual languages and see this
ability as a barrier instead
of a benefit.
United States and a
complete upheaval of her
life. By researching the
causes, issues, and
consequences of the
Mexican Revolutionary
War, students can develop
empathy and relate to the
characters in the story.
These introductory lessons
will also support ELL
students by frontloading
concepts and vocabulary
and ensuring everyone is
in the proper mindset to
read and understand this
novel.
Ideas for Providing Support and
Encouraging Success
● Educators should follow a
“strengths-based approach, where
they focused on students' positive
traits and behaviors” (Baum et al.,
1995). Differing languages,
cultures, and experiences should
be viewed and celebrated as
Special Populations: ELL
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positive and meaningful
opportunities to learn and expand
your knowledge base beyond the
ethnocentric standard viewpoint.
● Encourage a growth mindset.
“Students who adopt a growth
mindset exhibit a stronger pattern
of academic risk-taking and
persistence than students who
adhere to a fixed mindset. If an
academic mindset encourages
students to pursue endeavors
outside their comfort zone, this
strategy would be a logical choice
to encourage underrepresented
students to pursue gifted programs
and advanced-level courses”
(Dweck, 2012).
● Celebrate the heroes, holidays, and
cultural events related to the ELL
student’s culture (Grantham,
Special Populations: ELL
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2004a). Recognizing critical
cultural events and allowing other
students to discuss/participate
fosters a greater sense of
belonging, which can lead to the
belief that ELL students belong
and are an asset in a gifted
education classroom.
Risk Factors for this Group
Transience and Student Mobility
Migratory lifestyles lead to
barriers for ELL students. Research has
found that large, urban school districts
“with high concentrations of students
from low socioeconomic backgrounds are
experiencing extensive student mobility”
(McDonnell & Hill, 1993). The high level
of mobility leads to instability and a lack
of consistency in educational services. An
Special Populations: ELL
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ELL student with limited English
proficiency will not receive the
educational services they need to be
successful. Nevárez-La Torre (2012)
stated that students with high mobility and
language and academic needs are “at
grave risk of failing, dropping out of
school, or staying in school without
acquiring the necessary academic
language and content to experience
success in their schooling.”
Funds of Knowledge: Financial, Social,
and Human
Researcher J. S. Coleman (1988)
“determined that immigrant families
differ in the financial, human, and social
capital they bring with them.” These
differences create a barrier and put ELL
students at risk. Adults with limited
English proficiency are less likely to
obtain high-paying jobs, regardless of
Special Populations: ELL
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their skill or education level. High-
achieving immigrant families in the
United States often experience hostility
and limited opportunity. Thus, supporting
the family becomes more complex,
resulting in ELL students leaving
schooling before graduation to help their
families financially. Lower financial,
social, and human capital leads to less of a
“positive cognitive environment in the
home” (Coleman, 1988) and decreased
access to networking opportunities,
resulting in additional struggles and
barriers.
Additionally, “ethnically diverse students
come from households that are on average
less affluent than the households of peers
who are not from ethnically diverse
backgrounds” (Plucker & Callahan (Eds.),
2013).
Achievement Gap and Low Graduation
Special Populations: ELL
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Rate
According to a study conducted by the
U.S. Department of Education (2016),
“ELL students are retained more
frequently than non-ELLs, accounting for
32% of the overall retained student
population, and have the lowest
graduation rates”. This can be attributed
to an overemphasis on the language
barrier. According to Shapiro (2014),
“this adds obstacles for access to
advanced academic content and other
resources that might secure academic
success. Additionally, “when teachers fail
to understand that classroom difficulty
may stem from limited language
proficiency versus other concerns (e.g.,
developmental or emotional),
inappropriate referrals to special
education occur” (Cheatham et al., 2014).
The abovementioned barriers create
unnecessary, sometimes insurmountable,
Special Populations: ELL
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barriers to ELL students in the education
system, thus widening the achievement
gap and reducing graduation rates.
“Some ethnically diverse students may
feel that they have to choose between high
academic achievement and being a
genuine member of their racial/ethnic
group” Plucker, J., & Callahan, C. (Eds.).
(2013)
Websites that Offer Support or
Websites with Teaching Ideas for this
Group
Colorincolorado - This website provides
research-based background information,
effective strategies, teaching tips, and
sample lesson plans designed to
effectively increase ELL/Bilingual
students’ ability to access the curriculum.
Additionally, this website provides
information for parents and book
Special Populations: ELL
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recommendations to create a better and
more inclusive learning community.
Children's Library - The free resource was
created by the ICDL Foundation to
promote tolerance and respect for diverse
cultures by compiling and providing
access to the best of child’s literature
worldwide. Visitors to this site can choose
books based on their spoken native
language and will be shown quality books
that provide text in the selected language
and an English translation.
BrainPOP ELL- This website requires a
subscription but is already available in
many school districts. This interactive
website provides students with 90
different scaffolded learning activities that
focus on increasing vocabulary and
grammar skills for ELL students at all
levels.
Special Populations: ELL
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Special Populations: ELL
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References
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Banks, C. A. M., (Eds.), Multicultural education: Issues and perspectives, (2nd ed., pp.
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Castellano, J. A., & Diaz, E. I. (Eds.). (2002). Reaching new horizons: Gifted and
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Cheatham G. A., Jimenez-Silva M., Wodrich D. L., Kasai M. (2014). Disclosure of
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https://doi.org/10.1177/0022487113503687
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal
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Special Populations: ELL
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McDonnell L., Hill P. (1993). Newcomers in American schools: Meeting the educational
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