The terms “Dual Language Learner” (DLL) and “English Learner” (EL) are often used interchangeably, leading to confusion and potentially affecting the support and resources provided to these students. While there’s overlap, understanding the subtle yet significant differences is crucial for educators, policymakers, and families. This article delves into the nuances of each term, exploring their definitions, characteristics, implications, and the importance of recognizing the unique strengths and needs of both DLLs and ELs.
Defining Dual Language Learners (DLLs)
A Dual Language Learner is typically defined as a child who is learning two or more languages simultaneously or sequentially. This includes children who speak a language other than English at home and are learning English in a school setting, as well as children who are learning two or more languages simultaneously from birth. The key characteristic is the active development of proficiency in more than one language.
DLLs come from diverse backgrounds and represent a wide range of linguistic and cultural experiences. Their home languages can be any language other than English, and their exposure to English can vary significantly depending on their age, family circumstances, and community environment. Some DLLs may enter school with limited or no English proficiency, while others may have a solid foundation in their home language and some exposure to English.
The focus on dual language development is a defining characteristic of DLLs. The goal is to nurture and maintain proficiency in both languages, rather than simply transitioning to English proficiency.
Defining English Learners (ELs)
An English Learner, also sometimes referred to as a Limited English Proficient (LEP) student, is a student whose primary language is not English and who has limited proficiency in English. This limited proficiency makes it challenging for them to participate fully in the English-based curriculum. The focus for ELs is primarily on acquiring English language skills to succeed academically.
The U.S. Department of Education defines an EL as a student aged 3-21 enrolled or preparing to enroll in elementary or secondary school, who (i) was not born in the United States or whose native language is a language other than English; (ii) is a Native American or Alaska Native student who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or (iii) is migratory, whose native language is a language other than English; and who has difficulties in speaking, reading, writing, or understanding the English language sufficient to deny the individual (I) the ability to meet the challenging State academic standards; (II) the ability to successfully achieve in classrooms where the language of instruction is English; or (III) the opportunity to participate fully in society.
The primary emphasis for ELs is on developing English language proficiency to access the general curriculum. While maintaining their home language is often encouraged, the primary focus is on English acquisition.
Key Differences And Overlaps
While the terms DLL and EL are often used interchangeably, they represent distinct perspectives. The primary difference lies in the educational goals and the value placed on multilingualism. DLL programs actively promote and support the development of both the home language and English, while EL programs primarily focus on English language acquisition.
Many ELs are also DLLs. A student who speaks Spanish at home and is learning English at school is both an EL and a DLL. However, not all DLLs are necessarily categorized as ELs. A child learning French and Mandarin from birth, for instance, might not require English language support in an English-speaking school if they already possess sufficient English proficiency.
The distinction is subtle but important: all ELs can be considered DLLs (as they are learning at least two languages), but not all DLLs are ELs (as some may already be proficient in English).
The following table highlights the key differences:
| Feature | Dual Language Learner (DLL) | English Learner (EL) |
|---|---|---|
| Focus | Development of proficiency in two or more languages. | Acquisition of English language proficiency. |
| Goal | Bilingualism and biliteracy. | English language proficiency for academic success. |
| Language Support | Support for both home language and English. | Primarily support for English language development. |
| Program Type | Dual language immersion programs, bilingual education programs. | English as a Second Language (ESL) programs, sheltered instruction. |
The Importance Of Recognizing The Distinction
Recognizing the difference between DLLs and ELs has significant implications for educational practices and policies. Treating all students learning English as a homogenous group overlooks the valuable linguistic and cultural assets that DLLs bring to the classroom.
When educators understand the unique strengths and needs of DLLs, they can implement instructional strategies that leverage students’ home languages to support English language acquisition. This approach, known as translanguaging, recognizes that students can draw on all their linguistic resources to make meaning and communicate effectively.
Furthermore, recognizing DLLs as valuable contributors to a multilingual society can foster a more inclusive and equitable learning environment. By valuing and celebrating linguistic diversity, schools can create a sense of belonging and empower DLLs to reach their full potential.
Ignoring the distinction can lead to several negative consequences:
- Underestimation of cognitive abilities: DLLs may be perceived as having lower cognitive abilities simply because they are not yet proficient in English.
- Loss of home language: A focus solely on English acquisition can lead to the attrition of the home language, which can have negative consequences for family communication and cultural identity.
- Ineffective instruction: Instruction that does not consider students’ home language and cultural background may be less effective and engaging.
Educational Implications For DLLs
Educational programs designed for DLLs should focus on fostering bilingualism and biliteracy. These programs should provide opportunities for students to use and develop their home languages while simultaneously acquiring English.
Dual language immersion programs are a particularly effective approach for DLLs. These programs provide instruction in two languages, typically English and another language, with the goal of developing proficiency in both languages. These programs can be delivered through various models, such as:
- One-way immersion: These programs serve primarily students who speak a language other than English, with the goal of developing bilingualism and biliteracy in both their home language and English.
- Two-way immersion: These programs serve a mix of students who speak English and students who speak another language, with the goal of developing bilingualism and biliteracy in both languages for all students.
Other effective strategies for supporting DLLs include:
- Translanguaging: Allowing students to use all their linguistic resources to make meaning and communicate.
- Culturally responsive teaching: Incorporating students’ cultural backgrounds and experiences into the curriculum.
- Family engagement: Involving families in the education process and valuing their linguistic and cultural knowledge.
Educational Implications For ELs
Educational programs designed for ELs should focus on providing targeted support for English language acquisition. These programs should provide explicit instruction in English grammar, vocabulary, and pronunciation.
English as a Second Language (ESL) programs are a common approach for supporting ELs. These programs provide direct instruction in English language skills, often in a pull-out setting where students receive instruction separately from their English-speaking peers.
Another approach is sheltered instruction, which involves modifying the content of the curriculum to make it more accessible to ELs. This can include using visuals, graphic organizers, and simplified language.
Other effective strategies for supporting ELs include:
- Providing comprehensible input: Using clear and simple language that ELs can understand.
- Scaffolding instruction: Providing temporary support to help ELs succeed.
- Creating a supportive learning environment: Fostering a classroom culture where ELs feel safe to take risks and make mistakes.
The Role Of Assessment
Assessment plays a crucial role in identifying and supporting both DLLs and ELs. Assessments should be used to determine students’ English language proficiency, as well as their proficiency in their home language.
For DLLs, assessments should measure their progress in both languages. This information can be used to inform instruction and ensure that students are making adequate progress in both languages.
For ELs, assessments should focus on measuring their progress in English language acquisition. This information can be used to determine when students are ready to exit EL programs and participate fully in the general curriculum.
It’s essential to use culturally and linguistically appropriate assessments to ensure that assessments accurately reflect students’ knowledge and skills. Assessments should be administered by trained professionals who are familiar with the language and culture of the students being assessed.
Addressing Common Misconceptions
Several common misconceptions surround DLLs and ELs. One common misconception is that learning two languages will confuse children or delay their language development. Research has shown that this is not the case. In fact, learning two languages can have cognitive benefits, such as improved problem-solving skills and increased cognitive flexibility.
Another misconception is that DLLs should focus solely on learning English as quickly as possible. This approach can lead to the loss of the home language, which can have negative consequences for family communication and cultural identity. It is important to support DLLs in maintaining and developing their home languages while they are learning English.
A further misconception is that all ELs are the same. ELs come from diverse backgrounds and have varying levels of English proficiency. It is important to differentiate instruction to meet the individual needs of each EL.
Moving Forward: Embracing Multilingualism
In an increasingly globalized world, multilingualism is a valuable asset. By recognizing the unique strengths and needs of both DLLs and ELs, we can create educational systems that embrace multilingualism and prepare students to succeed in a diverse and interconnected world. This requires a shift in mindset from viewing languages other than English as a deficit to recognizing them as a valuable resource.
Supporting DLLs and ELs requires a collaborative effort involving educators, policymakers, families, and communities. By working together, we can ensure that all students have the opportunity to reach their full potential, regardless of their linguistic background. Supporting these students is not just about language acquisition; it’s about fostering a sense of belonging, empowering students to embrace their cultural identities, and preparing them to be active and engaged citizens in a multilingual and multicultural world.
What Is The Key Difference Between A Dual Language Learner (DLL) And An English Learner (EL)?
A crucial difference lies in the perceived asset. An English Learner (EL) designation primarily focuses on a student’s need to acquire English proficiency. The emphasis is on addressing the gap between their current English skills and the English proficiency required for academic success. This often leads to interventions designed solely to improve their English language abilities, sometimes at the expense of maintaining or developing their home language.
In contrast, a Dual Language Learner (DLL) label recognizes and values the student’s existing linguistic repertoire. It acknowledges that these students possess a home language, and the goal is to foster biliteracy and biculturalism. Educational approaches for DLLs often include maintaining and strengthening the home language while simultaneously developing English proficiency, recognizing the cognitive and social-emotional benefits of multilingualism.
Why Is It Important To Distinguish Between DLLs And ELs?
The distinction is critical because it impacts the instructional approach and support systems offered to students. When a student is viewed solely as an EL, the focus narrows to remediating their English skills. This can lead to a subtractive approach where the home language is disregarded or even discouraged, potentially hindering academic progress and cultural identity development.
However, recognizing a student as a DLL encourages an additive approach. Educators are then more likely to leverage the student’s existing linguistic knowledge, promote bilingualism and biliteracy, and create a more inclusive and culturally responsive learning environment. This approach not only enhances English acquisition but also supports overall academic achievement and promotes a sense of belonging.
How Does The Home Language Play A Role In The Learning Process For DLLs And ELs?
For ELs, the home language is often seen as a bridge to English, a temporary tool to facilitate comprehension and access to curriculum. While some efforts may be made to translate materials or provide initial instruction in the home language, the primary goal remains the rapid acquisition of English. The focus is on transitioning the student to full English instruction as quickly as possible.
For DLLs, the home language is considered an integral part of their learning journey and is actively nurtured alongside English. Instruction is often delivered in both languages, promoting cognitive development and academic success in both languages. Maintaining and strengthening the home language is seen as a valuable asset that contributes to overall linguistic competence and cultural identity.
What Are Some Common Misconceptions About DLLs And ELs?
A common misconception is that all students learning English are a homogenous group with identical needs. This ignores the diverse backgrounds, experiences, and language proficiencies that these students bring to the classroom. Assuming that a one-size-fits-all approach will be effective for all ELs or DLLs is inaccurate and can be detrimental.
Another misconception is that focusing on the home language detracts from English acquisition. Research consistently shows that maintaining and developing the home language actually supports and enhances English language development. Strong foundations in the home language provide a cognitive framework that facilitates learning in any language.
What Are Some Effective Instructional Strategies For DLLs?
Effective instructional strategies for DLLs include translanguaging, which leverages the student’s full linguistic repertoire to facilitate learning. This allows students to draw on all their language resources to understand concepts, complete tasks, and communicate effectively. Creating opportunities for collaboration and peer learning among students with different language backgrounds is also beneficial.
Another effective strategy is to provide culturally responsive instruction that incorporates students’ cultural backgrounds and experiences into the curriculum. This helps students connect with the material, feel valued, and become more engaged in the learning process. Scaffolding instruction and providing appropriate supports, such as visuals and graphic organizers, are also crucial for DLLs.
How Can Parents And Families Support Their Children Who Are DLLs?
Parents and families play a vital role in supporting their children’s bilingual development. They should be encouraged to speak to their children in their home language, read books in their home language, and maintain their cultural traditions. Creating a rich language environment at home is essential for fostering biliteracy and biculturalism.
It’s also important for parents to communicate with teachers and school staff to understand their child’s academic progress and support their learning at home. Attending school events and participating in parent-teacher conferences can help parents stay informed and actively involved in their child’s education. Sharing information about their culture and language with the school community can also enrich the learning environment for all students.
What Are The Long-term Benefits Of Being A DLL?
The long-term benefits of being a DLL are numerous and significant. These individuals often exhibit enhanced cognitive flexibility, problem-solving skills, and metalinguistic awareness, which means they have a greater understanding of how language works. These cognitive advantages can translate into improved academic performance and increased opportunities in higher education.
Furthermore, DLLs often possess a greater sense of cultural identity and are better equipped to navigate diverse social and professional settings. Bilingualism and biculturalism are valuable assets in today’s globalized world, opening doors to a wider range of career opportunities and fostering cross-cultural understanding and empathy. These advantages contribute to personal fulfillment and success in various aspects of life.