ELL Students in Science Class

In my eighth grade science class, there are three ELL students that speak Spanish as their native tongue. The teacher had them sitting together in the back of the classroom. These students did not listen to the lessons. They spent most of their time quietly chatting with each other in Spanish. During lab time these students were spit up into separate lab groups. These students sat quietly as the other students completed the labs.

I think that the school and the teachers should focus more on integrating these students. The rationale for keeping them together is that they can help each other understand the material. I think the most important thing these students need is involvement in their school community as well as extra instruction with language acquisition.

As a teacher, I will make every effort to helping the ELL students feel like they belong and are equals with their classmates. I will also help the English speaking students to learn how important it is to accept the ELL students and get to know them. I spoke with one of the lab groups that had an ELL student. They told me that the ELL student didn't participate because he didn't know English. I asked the student if he spoke English and he replied that he did. I then went on to remind the students that even though he may be working on perfecting his English skills, concepts learned in a lab can still be learned even if in a foreign language. I went on to say that the student spoke a very important language that is spoken throughout the world. I told the group that the ELL student was the one with the advantage and that he his language skills will make him more valuable in the job market. The ELL student seemed to sit a little taller on his lab stool that day. Ever since the discussion, the ELL student gives me a nod in the hallways and says hi to me in the classroom.