Getting Started with English Language Learners: How Students

Acquire Social and Academic Language by: Judie Haynes

Taking the opportunity to read through this article, it provided an

alternate view on academic language and the impact it has on ELLs as
they work in their academic and social environment. As the article is
introduced, it presents the reader with a list on phrases where they are
to be distinguished if they are true or false regarding the area of
academic language. Reading through the statements, as educators we
begin to reflect and think deeply about what the phrases states and if
it true or false based on the best practices shown and used. Out of the
statements, there were several I found to be the most influential when
reflecting on the teaching practices that I use and incorporate daily.
The first statement was, English language learners need one to
three years to master social language in the classroom. Based on the
works of Jim Cummins, the idea of social language can be found in
informal environments including hallways, playgrounds, and buses.
Based on the research, it is true and evident that it does take one to
three years to master the social language. Certain tasks that will
reflect this knowledge and use of the academic language includes the
engagement of one-to-one conversations, producing simple drawings
and charts, as well as participating in hangs on classes and physical
education.

The second statement I found to be reflective and intriguing in

the area of academic language and the impact it has on ELLs was the
following, Learning academic subjects in their native language helps
ELLS learn English. Educators who work with ELLs are to recognize
and understand that the use of the students native language can
assist in the deeper meaning and use for the academic language used
in the English language. Connecting to Cummins Cup Theory, the
process of second language acquisition addressed acknowledges and
recognizing the positive influences the native language can and will
have in shaping the approach in producing the English language. As
shown in the article, the idea of the iceberg model portrays the
intersection between the students primary and second language and
how they work together to support the highest level of proficiency.
This article highlighted the important concepts that are affiliated
with the process in acquiring social and academic language when
working with ELLs. Reflecting on the processes in how students acquire
the language depends on the students and their specific needs to
succeed in understanding and grasping the content. Also highlighted
was the idea regarding how the works of Cummins has been used and
implemented to support and motivate each childs use of the English
language.