Abstract:

According to the U.S. census, approximately 5 million English language learners (ELL) are attending public schools in the U.S. (Mitchell, 2020). Typically, ELLs fully emerge in the general classroom and are expected to acquire the necessary skills to succeed in U.S. society (Krashen, 2018). Often these students do not meet with success. Zacarian (2011) notes that a lack of teacher training for working with English Language Learners results in a disproportionate number of these students being placed in special education. The University of North Texas is actively engaged in a program investigating the role that school librarians can play in assisting ELLs in developing the skills necessary to succeed in U.S. society. Krashen (2018) asserts that libraries are essential for English language acquisition, and libraries should be supported by librarians that understand how to provide needed support to ELLs and their teachers. UNT has received funding from the Institute of Museums and Library Services to explore avenues to determine the specialized training school librarians need to provide effective services for English language learners and their teachers. To determine needs, a survey was given to the following groups: school librarians in a master's level program and recently certified school librarians (n=118). The results are based on self-reporting and provide a window into school librarians' needs regarding ELL training. Most participants (94.39%) wanted to learn more about helping ELLs. The respondents rated their skills and understanding of competencies related to working with ELLs on a scale of 1 to 5, with 1 being the lowest rating. A majority (79.43%) of responses indicated some level of difficulty (i.e., scores of 3 or below) using technology in the library to enhance learning opportunities specifically for ELLs. Most participants scored themselves between levels 1 and 3 in their knowledge of the historical and contemporary perspectives on culturally diverse education (68.22%), knowledge of the customs, beliefs, and values of different racial and ethnic groups (61.68%), and understanding of how to develop an integrated multicultural lesson plan for ELLs (64.15%). With grant funding, UNT will hold an exploratory seminar to provide key stakeholders an opportunity for input on the skills needed to provide future librarians with the critical knowledge set required to serve ELLs and their teachers. Products from this seminar will include a website, free action plan white paper, and project toolkit. UNT will offer cost-effective resources to school librarianship training programs and school districts. This paper will explore the processes involved in developing these much-needed products with the assistance of key stakeholders. Conference participants will be provided with a project update and access to resources developed through the project.

References:
[1] Mitchell, C. (2020). English-Learners may be left behind as remote learning becomes ‘New Normal. Retrieved from https://www.edweek.org/teaching-learning/english-learners-may-be-left-behind-as-remote-learning-becomes-new-normal/2020/03
[2] Krashen. S. (2018). Do libraries and teacher librarians solve the long-term English language learner problem? California School Library Association Journal, 41(2), 16-19.
[3] Zacarian, D. (2011). The over-and under-identification of ELLs in special education. Retrieved from https://www.colorincolorado.org/article/over-and-under-identification-ells-special-education.

Keywords:

English Language Learners, Librarians.