Public schools across the country are already faced with budget shortfalls and a decreasing number of quality reading materials and access to digital resources for all students. But the problem is much more significant for English Language Learners, as educators must routinely contend with trying to create an appropriate curriculum with teaching resources that are lacking in adequate content. The main problem with these reading materials is that they don’t challenge the students but instead comprise material that is far too easy for their grade level. They are insufficient for providing the necessary teaching backgrounds with respect to building vocabulary and these books cover topics that only serve to demean the students’ intelligence since the majority of resources designed for ELL’s rarely rise above an elementary level. This severely limits their capacities for learning and serves to keep ELL’s behind in class because they don’t have the proper tools to learn at the same pace and speed as their English speaking classmates. Needless to say, this only defeats their intended purpose and often represents another discouraging influence in a setting that is already teeming with barriers and obstacles towards positive educational outcomes for ELL’s.
The increasing percentage of students that can be classified as ELL’s in the country’s educational system should signal the necessary change that needs to be made to ensure that satisfactory learning materials are being made available to this underserved portion of school children. The trends of ELL involvement in American schools are on the rise and learning institutions must step up and meet the challenge to provide them with the most complete and versatile education that they deserve.