English language development (ELD) is a complex process, particularly for students whose first language (L1) is other than English. English learners (ELs) face the difficult task of learning English while developing content knowledge (e.g., mathematics, social studies, science, etc.). Because ELs are doing "double duty," their overall academic achievement often lags behind the total student population which is commonly referred to as the achievement gap. With the growing EL demographics in the U.S., how we teach our ELs will determine the world we live in tomorrow.

Recent research indicates that an EL's overall academic achievement is closely linked to English proficiency and effective use of assessments. There has been a recent shift in thinking regarding how English learners actually go about learning their new second language, English. It is not so magical as was once thought. These recent changes in the field of ELD have triggered a call for more explicit instruction and an emphasis on academic language. Therefore, for an English learner to really learn a second language, just getting comprehensible input embedded in exciting and engaging activities is not enough. The ELD teacher today has to engage and expose our English learners to meaningful language, but there is more to it than that. He/she must also specifically highlight, call out, and directly teach specific grammatical points (forms) and ways to use language (functions) both socially and academically. For every ESL/ELD lesson, there needs to be a plan and purpose for learning the language.

The Role of the ELD Teacher
Until recently, we perceived the teacher as the catalyst of language rather than the teacher of language. Previously, the teacher was there to facilitate the process by creating a comfortable language-learning environment, being a caretaker of the language (making it comprehensible), and raising the student’s confidence so that he/she would take risks with the language. In this capacity, the teacher was to ignore grammatical errors as long as they did not interfere with communication, and with time and continued exposure, those errors were assumed to give way to accurate English.

Now, that has changed, the ELD teacher is more than a facilitator. He/she teaches, models, reinforces, and also corrects. The teacher teaches language. The only way ELs will develop mastery is through a systematic delivery of language. This new perspective on language makes the teacher responsible for unlocking some of the mystery about how the English language works.

© 2007, Constance O. Williams, Ed.D.