How can a teacher best include English Learners in class discussions of American short stories?

Including English Learners (ELs) in class discussions of American short stories can significantly enhance their language acquisition and foster a sense of belonging in the classroom. Distributing EL students among all groups for discussions promotes interaction with native English speakers, which is crucial for language development. This approach allows them to engage in meaningful conversations, observe language use in context, and practice their speaking skills in a supportive environment.

When ELs are integrated into diverse groups, they have the opportunity to share their perspectives and interpretations of the stories, which enriches the discussion for all students. This inclusion helps improve their confidence and promotes collaboration, as they learn to communicate and express their ideas while also picking up on vocabulary and phrases used by their peers.

In contrast, assigning EL students to work alone or only with other English Learners limits their exposure to the language and diminishes opportunities for peer learning. Providing simplified versions of the texts might help in some cases, but it doesn't offer the same level of engagement with the original material or the social language use that occurs in group discussions. Therefore, integrating EL students within mixed groups optimally supports their learning and integration into the classroom community.