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Staying Humble: Learning to Teach English Language Learners

October 3, 2024

Staying Humble: Learning to Teach English Language Learners

Discover one teacher’s journey in supporting English language learners (ELLs) through AFT’s Professional Learning and Project ELITE. Discover practical strategies for scaffolding, modeling, and boosting student success, along with the importance of staying humble and adaptable in today’s diverse classrooms.

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By Katie O’Neil

Seven years ago, I walked into my classroom excited to be teaching history. So many people told me it would be different from teaching English, and it was — but not in the way I expected. The biggest change was having English language learners in my class. My students now represent 60 countries from around the world and 54 languages. Every classroom is now considered an ELL classroom in which language needs to be taught.

It is becoming clear this should be a focus. What do these students need? Do I get things translated? When I asked, I kept getting answers like, “It is great exposure to hear and understand English.” This is true, and some students thrived; however, I soon realized that was not enough.

My students now represent 60 countries from around the world and 54 languages. Every classroom is now considered an ELL classroom in which language needs to be taught.

One of my biggest thoughts was about vocabulary, because learning academic language is imperative in every subject. I started making sure students worked with the vocabulary multiple times in meaningful ways so that it stayed with them.

That year, I also took a class through the AFT’s Professional Learning program, which changed so much for me. It explained how school populations were changing and growing. After this class, I couldn’t get enough information, being the big nerd I am. I was amazed and excited. Within a few months, I enrolled to get my master’s degree in teaching English to speakers of other languages (TESOL). I graduated with more knowledge about what students need — but not how to help them. As I kept teaching, I realized other teachers had the same question: How can we help our ELLs be successful?

This summer, I had the amazing opportunity to participate in Project ELITE, another professional learning train-the-trainer program developed by the AFT and ELL research giant Diane August. We spent a week digging into research about how to tutor ELLs, but there was so much more. We learned how to create better lessons and why certain readings and lessons were extra challenging. For example, sentence structure is one of the biggest challenges for students. Sometimes it is difficult to figure out the basic meaning of a sentence. I realized how important it is that teachers do scaffolding, using questions and techniques to bring students to the same level, in some very simple ways, which led to my biggest takeaway: Be humble. No one is an expert. You can research and learn. You can incorporate new things, but we must remember that no one is perfect. You need to be willing to be humbled. This is the best way to help our students.

For example, during the ELITE training, Betsy, one of our wonderful AFT national trainers and course instructors, asked a question. We all answered — in one word. Betsy replied with, “How can we expect students to be good writers if we don’t model how to give good answers in a complete sentence?” I was like, “Whoa!” I think I blinked several times thinking how simply mind-blowing it is that this small change could impact our students. We have to realize these students soak up what we do. We model and they follow. One of the easiest things I learned from the experience was modeling by answering in complete sentences both orally and on the board. Now we need to remember to model best practices, which will help students so much.

Be humble. No one is an expert. You can research and learn. You can incorporate new things, but we must remember that no one is perfect. You need to be willing to be humbled. This is the best way to help our students.

I am passionate about sharing this information with more teachers. How can we get these ideas — and future research — into college courses? I graduated with my bachelor’s degree in 2010 and did not have any classes about ELLs. I have sat through professional development days and did not get enough answers. I want to see these strategies being taught and explained, along with discussing why this research works. I want to go to schools throughout my district and show teachers the activities and research. This way, they can start implementing small scaffolding changes that will make big impacts on all their students! It is wonderful to hear about what helps, but I love the idea of giving examples to make it easier to incorporate these ideas into our classrooms.

We have to stay positive. We have to stay humble. We have to keep learning. This is how we make the biggest impact on all our students!

Republished with permission from AFT Voices.

Katie O'Neil

About the Author

Katie O’Neil is a speech, drama and English teacher for grades 9–12 in the Scranton School District in Pennsylvania and a proud member of the Scranton Federation of Teachers. She helps with many programs in school, including directing the school plays, Drama Club, yearbook, social and emotional learning and is an adjunct professor. O’Neil wants to continue supporting students and teachers to help all students feel welcome, important and successful.

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