In the United States, several terms have been used to describe students whose heritage language is not English such terms include: Culturally linguistically diverse language, English as a second language and English learners. These types of students comes from families where English is a second language and needs extra assistance to improve and sharpen their English language proficiency, American ELL programs ignore CLD student first language and their cultural affiliation which makes these students feel stigmatized because of their cultural language background experience and perceptions they had before. The sense of stigmatization is shaped in part by problematic socially constructed attitudes that marginalize ELL students and develop a mistaken stereotype, which extends boundaries between the native English speaker scholars and scholars who talks English as a succeeding dialect (August & Shanahan, 2006).
Most teachers are aware of the needs of ELL students. Teacher perception and attitude toward students do affect student learning and performance. Teachers act as the mediator who provides or fail to provide a significant experience that encourages students to release their full potential and performance. In American high school teacher assumes everyone knows English and fails to attend the needs of ELL students, teachers are generally not prepared to teach reading and writing skills, and they focus on teaching academic content, and the performance of CLD students are negatively affected since requiring more attention to sharpen their language development.
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Culturally diverse students are basically, calm and non-violent students; they neither draw attention nor causes problems. In facts, teachers commend them as well behave students compared to native proficient English speaking students. Although these students are well behaved they fail to work on class assignments, they show up in class and lay their head down on desks and not causing trouble. This is a learned behavior, and it’s not surprising students who lack English proficiency in school are reluctant to participate in school activities and remains cool and calm.
Develop a bonding relationship with CLD students. Since these students have been overlooked throughout their schooling life, as a school psychologist, it’s essential to create an environment that allow English learning students to socialize and show them care and inspire and motivate them that life is not just about school grades and there more a person can do in order to succeed in life.
References
August, D. & Shanahan, T. (eds.) (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
