In this excerpt from the latest issue of The Jag — the SMUS student-led school newspaper — student Sara Qian '28 interviews Leanne Hamilton, English and ELL (English Language Learning) Teacher.
In this issue, I interviewed Ms. Hamilton to gain insight into her view of the experiences of ELL Students at SMUS.
What characteristics have you noticed in ELL students?
The number one trait ELL teachers and I have noticed is their bravery. It takes courage to come from your home country to SMUS as well as function and learn in a second language. Because ELL students are coming to a new culture and school system, they can be self-conscious. This gets in their way sometimes, as they find it hard to put themselves out there and talk to people. They are also hardworking. It may not look like it, but language learning takes a lot of energy.
They are curious; you could not travel halfway around the world and learn everything in a new language if you were not curious. As they are learning English, their second language, it is also important to maintain their first language. I think that it is beneficial to speak your first language as a mental health break, as you express your true self when speaking it.
What do ELL students struggle with the most? Why?
Just like everyone else, ELL students want others to understand them. However, as they are just learning English, they may not be able to express themselves on a deeper level. Language learning is frustrating. When I studied 3 languages at Laval in Quebec, I wanted to talk on a deeper level, but was stuck talking about basic things like the weather. Similarly, ELL students face this challenge where they understand high-level content, like in math and science, but there is a gap between their understanding and their ability to express their thinking. As a result, people often misjudge their level of knowledge and skill. ELL students, in turn, struggle with self-confidence, which hinders their progress, as they may shy away from interacting with people.
Academic writing is another challenge for ELL students. Academic English is an additional language for native and non-native English speakers. In English academic writing, we tell the reader our main argument fairly early, whereas other languages may have a more indirect structure to express the main argument. When I was teaching my students how to write a thesis, some struggled. Some Asian students, for example, told me that stating a direct thesis right away feels like insulting the reader’s intelligence. They would gradually reveal the main idea instead of stating it at the beginning. This difference between introductions reflects our thinking from speaking different languages. Thus, language carries cultural influences into academics and daily life.
What are some strategies for language learning?
Talk with people. This process is scary and awkward, but it improves your language skills. As you participate in more conversations, you gradually build your confidence, make more connections, and integrate into your community.
Read every day. Read something that is interesting to you. Often, people think that they have to read classics or hard books, but if you hate classics or struggle to understand a book at too high a level, then it will not help you. Try read-along books, which are audio and ebooks in one, as you can hear the pronunciation and grammar as well as see the spelling and structure. The internet provides a variety of resources for language learning.
For help in academic writing, look at exemplars. Get a sense of the structure, which differs from the one in your first language. When you are still learning a language, you often don’t spot these differences. If you need help, don’t hesitate to reach out to your teachers. This is another struggle for my ELL students, as they learned different classroom expectations. When I was teaching in China, I was confused why my students didn't ask me for help, and they explained that asking a teacher for help is disrespectful of their time. Here at SMUS, please ask for help when you need it. In fact, this shows that you are a good student and care about what you are learning. Also, remember that language learning is nonlinear. The language learning process takes time and is full of ups and downs. You may make a lot of progress in the beginning because you are learning the basics, then you may plateau for a while when you need to use more complex language and more specific vocabulary. Persevere, and you will be rewarded with another peak.
What progress have you noticed from your current or previous ELL students?
I’m proud of how my ELL students increase their confidence throughout the school year. Although it is often hard to show your full self when learning an additional language, they start to ask more questions as the school year progresses. They even take on leadership opportunities, such as performing in chapel, making a speech, and becoming prefects, link leaders, and heads of houses, councils, or clubs. Their progress, bravery, and courage to express themselves surpass my expectations every year. As their confidence and English skills grow, they realize that they have the superpower of multilingualism, which gives them new cognitive pathways, a broader cultural understanding, and more job and university opportunities. They should be proud of their multilingualism and progress.
How can ELL students and non-ELL students connect with each other in the SMUS community?
ELL students are part of what makes our school community so special. ELL students are involved in sports, leadership, extracurriculars, and arts, just like other SMUS students. They bring new perspectives, cultures, and traditions that enrich the SMUS experience for everyone. One way for students to connect more with each other (boarders, day students, and ELL students in both of those categories) is to go out of their comfort zones and start conversations. On one hand, ELL students tend to be reticent to start conversations because they are self-conscious about making mistakes and not being understood. They don’t want it to be awkward for them or others. On the other hand, native English speakers have told me that they are reluctant to start a conversation with a group of students who are speaking in another language. They don’t know what is being discussed and if it is appropriate to interrupt. This shared hesitation demonstrates that both parties should try to converse with each other. It might be awkward at first, but you never know what lifelong friend you might meet. Most importantly, everyone is grateful to be included.
Don't Miss the Latest Edition of The Jag
Issue 06 of the SMUS student-led newspaper, The Jagbrings you an inside look at the rowing team, profiles of student leadership for 2025-2026, Modern Language articles, and more. Check out the full issue and enjoy!
