There are more than 215,000 English Language Learners (ELLs) ages 5 to 18 attending school in New York State. Of those, 61.5% were born in the US, according to the 2013-2014 NYS Information Repository System (SIRS).

Being bilingual is of great value, as times have changed. Students face a job market that requires greater educational accomplishments than ever before. NYS’s adoption of the Common Core ELA standards requires higher level language skills so that graduates will be competitive in our global economy. Since ELLs come with knowledge in their home/primary language, educators must build upon that prior knowledge to further develop ELLs’ academic knowledge and skills and prepare them for college and career readiness.

While ELLs may acquire social language within three years, it may take up to seven years for an ELL to achieve academic proficiency in English. Levels of knowledge and literacy in the home/primary language impact the rate in which students can perform academically in English.

English proficient students may still need support and assistance and/or instructional supports in the classroom. Part 154 of the Commissioner’s Regulations requires school districts to provide students with Former ELL services for two years after exiting ELL status. In addition, they may continue to receive ELL test accommodations for the same two years after they are no longer ELLs. 

Rather than “give up to gain,” ELLs need to connect what is going on in their classrooms to their own cultural experiences so that they can maintain their identity while learning the new culture. As for all students, teachers must build on students’ prior knowledge. Acknowledging the varying cultural experiences in a classroom increases the quality of education for all students. 

No, it does not lead to language disorders and delays. It is very important that parents speak the language in which they are most fluent to their children. The human brain has an extensive capacity to learn multiple languages simultaneously. In fact, acquiring two languages at an early age strengthens cognitive abilities. Being bilingual also increases academic and economic advantages in our global economy.

Schools in which students are encouraged to use their home/primary language support student learning by increasing student participation. This practice also positively impacts a student’s self-esteem. 

Instruction in a student’s home/primary language facilitates the acquisition of English. Children need a strong, fluent foundation in their first language in order to succeed in English. Dual language programs provide an effective instructional approach that supports second language acquisition and content area knowledge, and maintains the child’s home/primary language.

Research shows that reading skills transfer from one language to another. Students who first learn to read in their home/primary language will be successful readers in English.