Challenges and Best Practices for English Language Learners: Extensive Research

Abstract

English Language Learners (ELL) face challenges in schools because they often do not receive adequate linguistic support in a typical classroom. These students do not have access to appropriate second language acquisition resources, and therefore they are sometimes misdiagnosed with a cognitive delay. English Language Learners are then placed in a restrictive special education classroom as a disproportionate rate. This research inquiry explored studies published in peer-reviewed journals, revealing that three common obstacles exist for EFL students in non-English speaking nations; these are low self-efficacy, poor attitudes, and narrow teaching strategies. In surmounting these obstacles, reflective journaling emerged as a channel for addressing all three challenges and boosting learner autonomy in accordance with accommodation theory. The greatest gap in the literature is a failure to address any preventative measures for countering low self-efficacy and poor attitudes before they manifest in students. English Language Learners are then placed in a restrictive special education classroom as a disproportionate rate.

DOI: 10.7176/JLLL/63-04

Publication date: December 31^st 2019