What does research indicate about ELL/LEP student communication in classrooms?

Research indicates that English Language Learners (ELL) or students with Limited English Proficiency (LEP) often possess a deeper understanding of academic content than their language skills may convey. This means that while they may struggle with English proficiency in oral or written communication, they can demonstrate comprehension and knowledge of the subject matter. This gap can sometimes lead to misconceptions that these students do not understand the material. In reality, they are often capable of answering questions or showing their understanding when the language barrier is addressed.

The other options present different perspectives that do not reflect the complexities of ELL/LEP communication. For example, while it is true that some students may feel more comfortable speaking after class, this does not specifically highlight their internal comprehension versus expressive capability. Additionally, while many ELL students may prefer to communicate in writing, this does not encompass their overall classroom communication dynamics. Understanding that these students can grasp content despite language challenges is vital for effective teaching and support.