Life Long Learners Care About ESL

Gunderson thoughtfully points out that labels used to identify communities learning the English language such as EAL, ESOL, and ELL “tend to mask ‘significant underlying differences’ among learners.”  Using this driving thesis Gunderson argues that teachers must have a deeper understanding of ESL learners by demonstrating that an ESL student’s intelligence does not correspond with their ability to learn the English language. Gunderson's article is a plea for teachers to “understand the complexities” of ESL learners, as there are becoming more and more in Canadian schools. He reminds his readers “the promise of Canadian schools is inclusion.” Therefore, according to Gunderson, “Part of being a teacher is a dedication to equity, equal opportunity, and social justice.” Although Gunderson recognizes this requires teachers be willing to learn to teach with new attitudes, his commission is clear.

Gunderson keenly demonstrates the power of language. Gunderson calls teachers to be aware of issues surrounding ESL learning by highlighting the key differences between Basic Interpersonal Communicative SKILL (BICS) and Cognitive Academic Language Proficiency (CALP). Gunderson points out that while a student may be able to hear, understand and communicate using the English language, they may struggle to understand an English textbook. The two skills are independent, and therefore each must be developed. Gunderson insists that teaching methods need not be changed, but instead using languages other than English in the classroom must be an accepted custom. Gunderson argues that the use of other languages in the classroom does not deter students learning of English, but instead propels it.

           Gunderson’s article left me wondering how many teachers truly strive to be life long learners. I believe teachers committed to life long learning will have the most successful students that will reach their fullest potential, both ESL learners and non-ESL learners. Teachers must be willing to adapt their attitudes and continue learning how to best accommodate ESL learners in their classroom in order to truly care about their students.