Language Proficiency and Content Understanding

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As language may be viewed as a vehicle by which a student can better achieve academic success (Gottlieb, 2006), language proficiency assessments are ways in which the teacher can review whether or not the student is developing language proficiency rather than just content understanding. Thus the idea that students who are learning an additional or second language will seamlessly bridge into grade-level content once they reach the highest level of proficiency is a simple extension of the reality that language affords the user: it is the means by which understanding and success in a culture wherein that language is used can be obtained. Thus, if an ELL develops a true understanding and grasp of the language, the grade-level content that the student should be able to grasp is made available to him: it opens up because the language proficiency acts as the key what would otherwise be a door or barrier.

I connect with this idea in the same way that Delia Pompa of Adolescent Literacy notes how important is the idea of building trust with ELLs and their families (AdLit, n.d.). Trust is the foundation of any relationship; whenever two entities come together to meet, there has to be a firm support based on trust that can allow the relationship to develop.

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If there is no trust, there can be no growth. This concept works well with teachers attempting to help ELLs develop their language skills, as their objectives align with the students' and with their families'. They develop together a culture of trust and respect that facilitates growth.

At the same time, the student has to develop a trust of the language. Students can be fearful of language because they do not know how to use it or what words mean or how meaning is conveyed. They do not trust the language to be the tool that it is because they do not know how to use it. There has to be, therefore, a degree of trust inculcated in the student for the language itself. The student has to be made to see that the language does work, that it does make sense, that anyone can learn to use it and that it is not just for "professionals" or for highly intelligent people. The language itself has to be trusted by the student so that the ELL can develop a healthy relationship with it, can want….....

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