• 1. Language and Identity
  • 2. Who Are English Learners?
  • 3. Understanding Theory
  • 4. Input
  • 5. Interaction
  • 6. Stages of Development
  • 7. Errors and Feedback
  • 8. Types of Proficiencies
  • 9. Types of Performances
  • 10. Classroom Practices and Language Acquisition
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  • Translations
  • 2.3

    Assumptions to Rethink about English Learners

    Consider the following assumptions that are commonly made about English learners. Reflect on what your own assumptions and experiences might be. 

    Assumptions about English Learners

    Assumption #1: ELLs are homogeneous.

    Assumption #2: All ELLs are immigrants.

    Assumption #3: Parents of ELLs do not speak English.

    Assumption #4: ELLs are fluent in their native language.

    Assumption #5: English-language proficiency is an indicator of intellect.

    Assumption #6: Social English proficiency equates with academic English proficiency.

    Assumption #7: Using a native language in school interferes with English-language acquisition.

    Assumption #8: English is their second language.

    Assumption #9: A classroom buddy is a translator.

    Assumption #10: Communication is not possible because of language barriers.

    Then read an article by Anabel Gonzalez from Education Week discussing how reality differs from these assumptions. 


    Gonzalez, A. (2016, November 1). 10 Assumptions to Rethink about English-Langauge Learners. Retrieved from https://www.edweek.org/tm/articles/2016/11/01/10-assumptions-to-rethink-about-english-language-learners.html

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/language_acquisition/ten_assumption_about_ELLs.