English Learners Outside the Classroom: The Effects of Participating in Extracurricular Activities

The ELD Bubble and the Benefits of Socializing

English Language Learners (ELLs) are a rapidly rising group in public schools across the United States. According to the National Center for Education Statistics, about 5 million English language learners (ELLs) attended public schools in the United States in 2017. English language learners are the fastest-growing category of students in public schools, and they must be integrated into the social framework of the United States. Moreover, ELL students in American classrooms must be socially integrated. Social integration entails equitable chances for individuals of all backgrounds and strong and healthy interactions among people of various cultures (Vilches, 2020). Sheltered Instruction provides language assistance to English language learners who are studying academic material in English. The word "sheltered" alludes to the approach's right to a safe shelter for students from a variety of linguistic origins who would otherwise be forced to attend English-only mainstream classes. Linguistically diverse students are frequently excluded from academic opportunities if segregation and academic tracking exist inside schools. Due to historical marginalization, which has been defined as the limitation or denial of access to educational opportunities on an equal level with language-majority peers, research has shown that language-minority students have fewer opportunities to actively participate in school (Martin-Beltrán et al, 2019). When ELLs are not supported or encouraged to participate in the greater school community, they may feel marginalized and isolated, preventing

them from growing out outside the ESOL classroom. Furthermore, ELLs are denied the opportunity to participate in activities they may be interested in if they do not feel comfortable venturing out or locked in tracked classrooms. Also, ELLs may be unable to gather essential experiences that will aid their performance in the post-secondary environment (Donroe, 2020). For example, math, science, English, and social studies are core subjects that provide students with the fundamental skills to be successful after graduation.
Sheltered Instruction is founded on the idea that language is best acquired when it is relevant and contextualized and that teachers should encourage students to participate in activities that allow them to use language in a variety of ways (Sayer, 2009). Moreover, language learning environments that are acceptable and encouraged for all students, including language- minority and language-majority students, have the potential to integrate linguistically diverse students into school communities and challenge the marginalization of students labeled as "language learners." However, several newcomer students feel afraid to associate with students who speak the dominant language, according to (Martin-Beltrán et al., 2019) research. A multilingual student, for example, stated that newcomers stick to one place where they feel at ease, as well as one friend. To feel more comfortable at school, they stay in their Spanish teacher's classrooms (Martin-Beltrán et al., 2019). Lack of assistance for English language learners' integration into the general school community may frequently lead to their marginalization within schools and communities and not allowing English language growth. For example, Steve Przymus mentions that ELLs are typically discouraged by their separation from the mainstream population, making it challenging to engage with peers outside of their placement in special English as a Second Language (ESL) programs.
A study conducted by Melinda Martin-Beltrán looks at how language-minority and

language-majority students and their teachers create a community that allows for meaningful

participation of different students in a high school setting where language-minority students have historically been marginalized. It examines how a community of practice is produced during an extracurricular, dual-language program in one high school. The findings reveal patterns of a community of practice that allowed students with a variety of ethnolinguistic resources to actively participate in literacy and language knowledge acquisition. The author recognizes that the limited relationships between students of different language backgrounds happen because of the lack of mutual engagement. However, she states that creating a community of practice in which language minority students are central participants provides many opportunities for multilingual participants. This encourages students to practice their target language with peers, but more importantly, it gives all students a voice to participate, speak, and be heard, regardless of which language(s) they use. Allowing students to engage in bilingualism creates communities of practice that encourage multi-directional learning.
Speech development in a school context is complicated since it requires a lot of practice. Because there is limited time for language learning at school, it is important to take advantage of every chance to practice speaking, and extracurricular activities can help students broaden their knowledge, abilities, and competencies. (Zafariddinovna, 2021). Educators can create spaces that welcome such expressions of an entity by creating pathways for ELLs to participate in interest- driven extracurricular activities at school, increasing the number of students who access English language learning beyond the restrictions of newcomer and ESL classrooms, and positively impacting students' feelings of school belonging in their new countries (Przymus, 2016). The learner can grow and accomplish more extensive learning by applying building techniques and expanding on earlier experiences and knowledge. The use of interactive assignments among non- ELL and ELL students improves social integration by requiring students of various levels to collaborate (Vilches, 2020).
On the contrary, ESL bubbles may shield ELLs at first, but they also separate them from necessary non-ELL interactions. Students are isolated from the broader peer group and denied opportunities to join interest-based communities of practice. Study shows that involvement and affiliation in communities of practice encourage intercultural communicative contact, which is critical for ELL students' development and identification of desired roles (Przymus, 2016). With interaction, many children demonstrate excellent autonomy in their social and intellectual decisions, overcoming language and academic challenges at school and constructing their preferred identities independently.
Extracurricular activities can allow students to develop and enhance abilities that are not typically developed in core education (Donroe, 2020). According to research, participating in an extracurricular activity that matches one's interests can help improve one's second language development. Additionally, after-school activities help children become more socially and emotionally engaged in their school and community, increasing the possibility of social inclusion. On the other hand, current school engagement initiatives do not address the needs of ELL families. While such programs exist, merely having ELL family programs in place is insufficient; the school must seek out ELL families and inquire how they wish to interact with the school community (Vilches, 2020). This includes having opportunities for meaningful language practice and forming friendships with former ELLs and English speakers (Przymus, 2016). This provides possibilities for meaningful, effective communication and relationship formation outside of the ESL bubble can both inspire students to improve their academic performance by providing them with a more extensive network of peer support, resources, and academic language practice. Alongside attempts to teach and encourage students' healthy academic and intellectual growth, schools and members of school communities are responsible
for reaching out and connecting with children on a social and emotional level (Vilches, 2020). As a result, belonging and interpersonal well-being are all connected.
Extracurricular activities can be very beneficial for language learners with a communicative learning style. These types of students prefer a social approach to learning. "They need personal feedback and interaction and learn well from discussion and group activities'' (Meenakshi, 2012). Because they require more assistance in learning English, when English learners sense the intensity of the language, they can access co-curricular activities in English. co-curricular activities, for example, synchronize English learners' worlds in English and influence them to learn more effectively (Chakraborty et al., 2021). To learn a second language, you must interact with others (Loewen et al., 2018). Traditional English as a Foreign Language classroom settings, on the other hand, continue to limit learners' ability to collaborate and engage. Meanwhile, humans learn faster when they connect and interact, resulting in effective linguistic alignment. Conversations about a topic that both parties are interested in are also significant for learning and memory (Crowley, 2014). Therefore, sports can teach collaboration, art and music may boost creativity and allow students to explore various methods of expression, clubs allow kids to socialize with classmates who share the same interests, and business groups and internships provide a real-world experience (Donroe, 2020).