The Primary Needs of ELL/ESL Learners
Tobey
Bassoff
Often times we look at our ESL learners as if their only problem
was trying to acquire a second language. However, in doing so,
we may overlook the student as a whole. In this article, I will
address the importance of identifying a student’s primary needs
and addressing them in the context of teaching them a new
language.
In his book Effective Mainstreaming: Creating Inclusive
Classrooms (Prentice-Hall Publishers, New Jersey, 1998),
Spencer J. Salend advises teachers to assess the language skills
of the second language learner. While this is certainly
necessary, I also see it as an invitation to take stock of the
student’s primary needs. I define primary needs as the needs
basic to survival and success in school: food, shelter,
clothing, and the tools necessary to meet work expectations,
affectionately known as supplies.
Not surprisingly, many students, at least at the upper
elementary level and above, are quite adept at concealing their
home life from educators. For many of them, fear of deportation
or a visit from social services outweighs their struggle to
learn English in the classroom. An obvious part of teaching
students is reaching students. Therefore, we must not only work
at building a strong community in the classroom, but we must
also get to know our students as individuals. Through this bond,
students will more likely implicitly reveal primary needs that
are not being met. These needs most certainly impact their
ability to learn English, or any other subject.
One of the ways that I have learned about my students’ primary
needs that were not being met is by creating “quality time”
interactions. These are times that students can interact with me
outside of the classroom setting. I have “Tea with Ms. B.” This
is a time where we drink tea and eat finger foods and “hang
out.” Students can drop in and chat about whatever they want.
The setting is relaxed and many former students still come by
and take advantage of the connection time. I also host game
days. Students come after school and we play games like
Scrabble, Uno, or Racko. Another way I connect with students is
at their recess, or their extra curricular events. In the
beginning, I participate with the students and observe. After a
while, students get more comfortable with me being there and I
listen to the “little things” that may lead me to follow up with
the student or do some investigating of my own.
The more you interact with and/or observe your students outside
of class, the more you will learn about who they are and what
needs may or may not be met. You will most likely discover that
some of your students are living in substandard housing, or that
they don’t get enough to eat, or that they just don’t have
supplies because they keep moving around from place to place.
The next step is to research the intervention programs that your
school has in place for supporting these students. If there are
none, or if they are inadequate, take a look at your state
department of education website. Many sites have current
research and guidance available for school staffs dealing with
issues like these. If you are dealing with issues of
homelessness, call the national Center for Homeless Education at
1-800-308-2145 for guidance.
As you learn and address issues that your students are dealing
with, be ready and willing to modify your curriculum to meet
their interests. For example, when I found out that several of
my students were dealing with issues of poverty, I began to
introduce more poetry that spoke to their life experiences. This
modification has created students that are more willing to
participate and take chances with language, because they want an
opportunity to express themselves. Remember, the road to
reaching your students is not an easy one, but it is most
certainly rewarding.
Have a question or comment? E-mail
Tobey |