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The SEL: Standard English Learner
The spotlight is now shining on our nation's ELLs. This is, as it should be, due partly because of the accountability system and partly because the number of ELLs continues to increase in rural, suburban and urban districts. Practically every single school in America has an ELL student. Now that we have government officials, state departments, administrators, teachers and the community's attention, let us expand our focus to the rest of the country's children. The acronym, ELL, stands for English Language Learner. But isn't it true that all students are in the process of acquiring English? Teachers in general will agree that ALL our students need help with Standard English. Our non-ELL students make mistakes in English all the time. We hear these inaccuracies as students speak, read and certainly we see it in their writing. Unfortunately there is no English language proficiency diagnostic to identify these students' linguistic needs. When I talk to administrators about the challenges in their districts, many point to the fact that students whose primary and only language is English still act and test similarly to Early Advanced and Advanced ELLs.
I want to introduce a term here that can be helpful in understanding this phenomenon: The Standard English Learner (SEL). While not technically ELLs according to state and federal formulas, SELs struggle with listening, speaking, reading and writing academic English, and therefore are equally as deserving of the performance spotlight.
Why are monolingual English-speaking students struggling with Standard English? One reason may be that SELs are not exposed to Standard English at home. Who are their models? Do the adults in these students' lives use Standard English? How do these students build a broad base of vocabulary and syntax models? A second contributing factor may be that the age of technology has provided us with instant forms of communication such as e-mail and "text messaging". Texting and other new communication forms are less formal and therefore exercise the user's BICS language development rather than CALP skills. I recently received the following text message from my 19 year-old daughter:
Message: omg my bff Kim is coming I8er.
Translation: Oh my gosh, my best friend forever Kim is coming later.
Many students today have access to cell phones and the Internet and use these tools frequently to communicate, leaving the classroom as the only environment for many SELs that still requires standard English. Finally, I continue to witness examples of the misuse of Standard English on a daily basis from our students and unfortunately from adults: "I'm doing good . . . " or "I ain't got nothing".
Thinking more broadly about the academic needs of our SELs, we need to employ the research and the strategies used with ELLs for ALL of our SELs as well. We can no longer assume that just because a student may be a native English speaker that he or she will be able to succeed in mastering Standard English.
How will we meet our SELs' academic linguistic needs? Academic language has to be explicitly taught and it needs to begin as early as kindergarten. Teachers need to set aside time to teach Standard English within the context of the lesson and not in isolation. Also recognize that anytime we are presented with a teachable moment, seize that moment and teach academic language. For example, if a student blurts, "I don"t know nothing about Europe", a simple strategy a teacher can apply is the use of a T-Chart. The left side of the T-Chart may be titled Standard English and the right side Informal English. Write the grammatically correct and incorrect statements. Teachers should also use this strategy with vocabulary. This is an excellent way to explicitly teach Standard English. The teacher can also respond to the student: "You mean, 'You don't know anything about Europe'?" The mere act of positively modeling will help students understand that there are differences.
I realize teachers are already stretched to capacity with all the day-to-day instructional responsibilities. Schools and teaching have become complex and children today have different strengths and weaknesses than previous generations. Times have changed. This is why I strongly urge you to consider the need for ALL students to continue to acquire the English language—specifically Academic or Standard English. We have a wealth of research and resources focused on ways non-native speakers acquire the English language. Many of these resources can be used to great effect for all SELs. And whether we are preparing our students for success on the next high-stakes test, or thinking long-term about our students' abilities to compete for jobs in a global economy and a "flat world", we owe it to the future of this country and to our students to teach our SELs. If we do not teach Standard English, then who will?
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