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Slide 1:              Professional Perspective/ Audience/Topic         

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Slide 1:              Professional Perspective/ Audience/Topic         

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The topic I have chosen is English Language Learners (ELLs). My professional perspective is an elementary-level school counselor, and the audience I am concentrating on is K-12 teachers. I have chosen English Language Learners as my topic because, living in a predominantly Hispanic area, I need to be aware of our student population's rights. I want to help our educators understand how to support these students and guide them in any way.

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Slide 2:                                Summary of Topic       

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Slide 2:                                Summary of Topic       

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In the elementary level of public education, I have encountered many English Language Learners in my district, and statistically, numbers continue to rise every year. This legal guide is crucial for teachers to know how to support our ELLs academically. At the same time, the school counselor concentrates on social-emotional and college/career support. They will also learn how the United States has created laws that prevent public education from discriminating against them. Current issues that ELLs face are fewer English language models, culture shock, time constraints, and unclear background knowledge (Vecchiarelli, 2019).

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Slide 3:                           Professional Association

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Slide 3:                           Professional Association

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The article I chose is from VISTASOnline, and counselors sponsored by American Counseling Association compose them. The feature explains how the ELL population has increased every year throughout the United States. They also face hardships that sometimes impede their path to higher education. These adversities include insufficient resources to teach ELLs, socio-emotional injustice, financial strains or poverty, immigration concerns, and lack of parent involvement by cause of lack of education (Perez & Morrison, 2016). It also presents ways that the school counselor can effectively support ELLs.

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Slide 4:                                News Article 1

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Slide 4:                                News Article 1

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Education Week: English-Learners May Need More Support This Fall. But that doesn’t mean they’re behind (Najarro, 2021).

This is a case study that focuses on “Ana,” an English learner who, after a year, will be returning to in-person instruction in the fall. About 5 million English-language learners in the United States and three-quarters of this population speak Spanish. During the pandemic, most of these Hispanic communities had many setbacks, including limited access to technology (internet and computers).

Teachers need to have a positive mindset for the students that return and not make assumptions leading straight to remediation. They should find ways to scaffold and start where they are and progress from there. Educators need to use formal and informal data such as assessments done throughout the past year and create individualized plans for these students. Once the teacher understands where these students stand, they still need to be exposed to rigorous, grade-level material simultaneously taught to their peers.

After-school programs could also help extend some of these assignments introduced in class, such as writing assignments focused on vocabulary that is still unclear to the student. Other programs in the districts could help reteach content that was misinterpreted in the classroom. Activities such as jigsaw reading will have students work cooperatively and execute one part of the assignment while teaching others in the group about it. Students who are fully proficient in their native language can learn the other language quicker even though they continue to be versed in their native language. Although some students are not capable in either language, it is difficult for both teachers and students.

The pandemic demonstrated how poorly the district connects with the parents of these ELLs. Many of these students’ parents are uninformed because the campus only presents or notifies parents in one language. The continuation of technology needs to be implemented, mainly if it was adequate for these students. Lastly, supporting these students in a social-emotional way because many of them have lost family or homes while dealing with the struggles of school being in-and-out of campus.

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The country's 5 million English-language learner-students-three-quarters of whom speak Spanish as their home language, federal data show-faced unique challenges during the periods of remote schooling last year. But, experts say, it's important to remember being immersed in their families' languages and cultures also offered some potential benefits for this group.

COVID-19 had a disproportionate negative impact on the nation's communities of color, including Hispanics, in terms of health and finances. And a federal government report from last year found that some English-learners had limited access to computers and the internet, complicating their remote learning experience.

While learning through screens, these students often found themselves with less time for casual conversations with their teachers and peers, causing some to worry their English skills might regress.

But as teachers plan out the next school year for English-learners, Amaya Garcia, deputy director of preK-12 education at the think tank New America said, there are ways to ensure these students are properly supported moving forward.

"We don't want kids to, because the teacher assumes that they lost a lot of English, end up in sort of this more remedial situation where they're trying to teach them English again in ways that aren't that effective," Garcia said. "We would want for that kid to be getting language-rich content, like learning language within the content, not learning language in sort of isolation where I'm sitting there teaching grammar and teaching you kind of the rules."

For this story, Education Week spoke with over a dozen instructional experts, teachers, coaches, and parents about what English-learners need next school year and how schools can support them. Representing their reflections and insights is "Ana," a composite English-learner returning to full-time in-person instruction in the fall.

Where things stand for Ana

Ana was in 3rd grade working on improving her reading and writing in English when she suddenly found herself spending much more time in her mostly Spanish-speaking home. She no longer had the traditional opportunities to practice both academic and non-academic English as she normally would have on a school campus, where she could easily ask for help whenever she struggled with her reading, for instance. She also had to juggle classes with helping take care of her younger siblings.

Plus, her community was hit harder by the coronavirus' spread, with neighbors falling ill and some dying. Due to school closures and safety restrictions, she didn't take a formal language proficiency assessment in the spring of 2020.

But Ana did make important gains over her year at home: She picked up more advanced Spanish vocabulary from the time spent with her family, particularly when her grandmother would tell her stories in Spanish, and she mastered new technology tools.

As she steps into a new grade this fall, her teachers will have to sort out just how big an impact the remote setting had on her English-language proficiency progress, and how to incorporate the silver linings that emerged over the past year into their teaching plans.

What teachers of English-learners can do

To begin to address Ana's needs, experts and educators alike say the right mindset is key. Namely, her teachers shouldn't make assumptions on how much or how little she progressed in English.

Most importantly, they should not immediately jump to a remediation approach.

What English-learners "need is the scaffolding and the support to get them back where they once were, and to continue progressing," said Barbara Lora, an English-language acquisition coach in the bilingual department at the Brockton school district in Massachusetts.

Teachers should use what formal data are available-in some cases that will be assessment results from 2019. They should pair that with informal assessment results collected over the last year.

For instance, at the Center City public charter schools in Washington D.C., each English-learner gets an individualized plan. Teachers mark on a grid where the student is currently performing in each language domain (listening, speaking, reading, and writing) and set goals for them. Teachers then design instruction based on the plan keeping in mind grade-level content and needed language-developmental structures, said Alicia Passante, ESL program manager for the school system.

But when sorting out how much catching up needs to be done for a student like Ana, instruction must still be rigorous. She should be exposed to all the same content as her grade-level peers.

Garcia, with New America, also points to summer, after-school, and tutoring programs as ways to boost English skills. Some of these programs are designed to continue what happens in the classroom and extend it. Group research and writing projects can give English-learners the chance to work together and learn more vocabulary.

The Dearborn public schools district in Michigan, for instance, is running a "super summer school program" for K-12 grades, during which English-learners and others will get some re-teaching and some front-loading of academics for the next grade, but also an introduction back into a regular physical classroom environment, said Rose Aldubaily, director of EL and compensatory education for the district.

English-learners in particular need explicit supports where they use their language to process their understanding of a topic and learn from and with others, said Steven Weiss, senior researcher at Understanding Language-Center to Support Excellence in Teaching at Stanford University.

Jigsaw reading, for instance, can help. In that cooperative learning activity, small groups of students work together to each become an expert in one part of a topic, and then teach each other what they know.

Teachers should also spend some time assessing students like Ana holistically, both in terms of gains and losses made in the last year, with careful attention to proficiency in the student's home language.

For instance, Angelica, a mother in San Antonio, Texas, who asked to only be identified by her first name, said that while her 8-year-old son still can't read in English, she taught him to read in Spanish this past year after she quit her job to help her three children with remote learning. To find out what exactly happened last year in terms of home language learning for students, schools need to ensure parents like Angelica weigh in on what support students need.

Educators and experts alike emphasized how the stronger a student is in one language, the stronger they'll be in another. But the considerations are different for newcomer English-learners who may lack proficiency even in their home language, as Maria Garcia, an EL teacher at Alice Deal Middle School in the District of Columbia has found. (Amaya and Maria Garcia, both quoted, are sisters.)

Her school has a fair number of newcomer Spanish-speaking students with low literacy rates in their native language, so it's designing a new literacy intervention course that will be taught in Spanish for the fall, she said.

Newcomer students that came into school during the pandemic will likely face a culture shock in the fall. Last year, many were trying to navigate classes and get to know people through computers while speaking no English, she added. So teachers have to be deliberate in providing opportunities for them to build relationships at school.

For a full picture of a student's performance over the last year, including an understanding of major changes that happened in their home life, which plays into academic performance, schools will need to be diligent about reaching out to parents for their insight and help. Ana's parents for instance, can share that Ana learned many new recipes while at home, so her teachers can relate measurements to other math learning, thereby incorporating her cultural learning in the classroom.

Insights for all teachers

In some cases, the pandemic exposed how little connection districts had with parents of English-learners.

Parents like Virginia Ramirez in Porterville, Calif., whose children were once in an English-learner program, urge schools to think about language barriers that may prevent parents from better advocating for their children's needs and helping teachers contextualize their children's progress. She added that it's also on parents to seek out resources for their children.

"All schools I think do an open house at the start of the year, so in that meeting they should tell parents it's very important to go to meetings because they will learn this and that," Ramirez said. "But it's also very important they do it in two languages, Spanish and English, because many times it's only in English, and as Latino parents we don't know what they're doing or saying, and we're uninformed."

Parents and educators spoke of how that bridge-building needs to continue throughout. Outreach examples can include translating school websites and all documents that get sent home.

Collaboration between general education teachers and specialized English-learner teachers that happened virtually in the past year should also continue to ensure proper support for the student.

And teachers should keep using technology that proved effective during remote learning when they're back this fall. Garcia at Alice Deal, for instance, enjoyed using an online platform where students could submit assignments and see her feedback, including whatever feedback she gave their peers: Students could learn from their classmates' work as well and it allowed her to emphasize revision and model learning as a work in progress.

But above all, educators and experts also hope schools can address student's social-emotional well-being, especially those who will return with trauma from losing loved ones to the virus, losing their homes, and the struggles associated with a remote and hybrid year of school.

At Alice Deal, for instance, students are put in an advisory with a teacher that speaks their native language whenever possible, to allow for more social-emotional supports.

Wellness checks should extend to students' families, said Lora of the Brockton district. She advises teachers to take the first few weeks of the transition into the new school year to build relationships with English-learners' families.

"Once families trust you enough to have difficult conversations about what's going on at home-once you are humble, as an educator, enough to recognize that we're not in this by ourselves, and that we do need parents, even if they don't speak English, that we can't do this job by ourselves, that it is a village approach that we need-then everything else will sort of fall into place a little easier," Lora said.

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English-Learners May Need More Support This Fall. But That Doesn't Mean They're Behind

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The country's 5 million English-language learner-students-three-quarters of whom speak Spanish as their home language, federal data show-faced unique challenges during the periods of remote schooling last year. But, experts say, it's important to remember being immersed in their families' languages and cultures also offered some potential benefits for this group.

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Slide 5:                                  News Article 2

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Slide 5:                                  News Article 2

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National Education Association: Linguistic Discrimination Still Lingers in Many Classrooms (Alvarez, 2020).

This article speaks about the linguistic inequity that students are exposed to throughout their academic careers.  Even though various research studies explain how being multilingual is an advantage, yet some schools and neighborhoods still experience this discrimination.

2019: A substitute teacher is documented telling a Spanish-speaking student to speak English. 2020: In Boston, a mother and daughter were assaulted for speaking Spanish as they walked home.

“English-only policy and rhetoric are rooted in historical racism and white supremacy culture of the U.S.” (Alvarez, 2020, para. 9). The United States does not have an appointed language even though 31 states have declared English their official one.

The effect of this is that immigrant children are immersed in English even though they never really learned their native language proficiently. Therefore, many immigrants feel they must conform to America's lifestyle and leave everything they know because it is unacceptable.

English-only laws degrade people and create a disastrous environment.  “Linguistic oppression is traumatic to children, and research underscores how speaking more than one language not only improves brain functionality but helps English language learners become proficient in English” (Alvarez, 2020, para. 13).

Students with a different native language and then learning English can readily develop their academic skills in both languages and transfer information from one language to another.

Educators who merge students’ native language in the classroom will improve the phonological perception, establishing a highly developed identity and assurance.

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Two generations-worth (or more!) of brain research shows that speaking more than one language has its advantages. That's good news for today's nearly five million students who are learning English.

According to "Breaking Down the Wall: Essential Shifts for English Language Learners," a 2019 book written by nine Corwin authors, "multilingual proficiency strengthens how the brain functions" and is associated with more cognitive flexibility, better problem-solving skills, a "superior" working memory, academic success, and more.

But it wasn't so long ago that many children and their families suffered from linguistic discrimination and were discouraged or forbidden to speak their first language.

"My grandparents on my dad's side were Cherokee and Kiowa. They experienced forced assimilation and cultural disinheritance while attending a government boarding school," says Tucker Quetone, a high school English teacher in Minnesota. "They were forced to speak English, and after my grandparents left school, they did not teach their Native languages to my father or his siblings."

Quetone teaches in Rochester, which has been home to many immigrant student populations, from Southeast Asians and Bosnians to Somalis and Hispanics. A large group of indigenous students also live in Rochester because of nearby reservations.

For Quetone, "Hearing my grandparents' stories-and those of others-and seeing the challenges for some of our marginalized students today, has long motivated me to include my voice at the table as an educator" to help students see themselves as part of the "current, ongoing culture" of the U.S.

Deep Roots

Despite the research and supportive educators, such as Quetone, the dark legacy of linguistic discrimination lingers in many neighborhoods and classrooms today.

In February of this year, a Boston mother and daughter were attacked for speaking Spanish while walking home from dinner. In November 2019, a substitute teacher at a Texas high school was caught on camera telling a Spanish-speaking student to speak English.

English-only policy and rhetoric are rooted in historical racism and the white supremacy culture of the U.S.

While the U.S. does not currently-or has it ever-held a legal designation of any one language as its official one, 31 states currently declare English as their official language. Arizona has even reduced bilingual programs in public schools despite having one of the largest Latino populations of any state in the U.S. This results in immigrant children begin completely immersed in English despite never having been exposed to the language at home upon the start of their education.

"In many ways, this imposes a modern racist standard upon immigrants, much like the one imposed upon indigenous groups in the past," wrote Khadijah Anwar in The Daily Princetonian, a student publication of Princeton University. "This standard suggests that immigrants have to speak English and live a Western lifestyle, or else there is no place for them here."

Supporting is claim comes from the National Council of Techers of English, which states that English-only laws dehumanize people and create a hostile climate. The organization cites a 2015 incident, where police approached a non-English-speaking grandfather visiting from India and mocked at his inability to speak English. A video shows the police slamming him to the ground, causing the man to become partially paralyzed and involving the FBI and the Embassy of India.

More Support of Bilingualism

History shows that linguistic oppression is traumatic to children and research underscores how speaking more than one language not only improves brain functionality, but helps English language learners become proficient in English. A study published by two Stanford University researchers found that students enrolled in bilingual programs since elementary school were, by high school, more likely to be deemed proficient in English compared with similar students who had been in all-English programs.

A likely theory, according to Claude Goldenberg, a former first grade and middle school teacher and Nomellini & Olivier Professor Emeritus of Education at Stanford University, explains that students develop their academic skills most readily in their home language while acquiring English proficiency, and then, as they learn English, transfer what they have learned in the home language to their new language.

Additionally, a Vanderbilt University study documents the use of students' native languages "as a valuable academic resource tool for English Language Learners," citing that "when teachers incorporate students' native languages into classroom instruction, students increase their metalinguistic awareness, learn more academic content, increase their English proficiency, and have more well-developed identities and self-esteem."

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Linguistic Discrimination Still Lingers in Many Classrooms | NEA

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Two generations-worth (or more!) of brain research shows that speaking more than one language has its advantages. That's good news for today's nearly five million students who are learning English.

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Slide 6:                         Original Source of Law 1 

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Slide 6:                         Original Source of Law 1 

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(Federal Statutory Law)

Restricts discrimination based on race, color, or national origin in any affairs or projects that are financially supported by Federal funds, including education departments and school districts.

Title VI of the Civil Rights Act of 1964, 42 U.S.C. §2000d et. seq.

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Slide 7:                           Original Source of Law 2 

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Slide 7:                           Original Source of Law 2 

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(Federal Judicial Law)

This Supreme Court case aided non-native English-speaking students to receive bilingual instruction to improve their English language proficiency and secure equal education (Lau v. Nichols, 414 U.S. 563, 1974).

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Slide 8:                             Original Source of Law 3

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Slide 8:                             Original Source of Law 3

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(Federal Statutory Law)

The purpose was to provide federal funds to the states and districts for disadvantaged students that have been overlooked or neglected.

The four most prominent modifications that schools will establish are:

Identifying English Learners (ELs): a systematic process for classifying English Learners and designate student services where children will eventually exit the program toward general education.

State-mandated Assessments: this law extricates districts from appraising any recently arrived students that do not speak English in their framework obligation.

English Proficiency: Title I, accountability framework, grants money to uphold low-income students predominantly, and with this law, schools are required to build English proficiency standards. Current English learners are linked together with ELs that have been out of the program for at least four years, and together they make the ELLs population.

Accountability of schools: Schools need to make sure all population groups are receiving high ratings and not failing under this law. If ELLs fail, then the schools will be flagged and need an improvement plan to enforce an outline of how they will rise again. It does not matter if the school is high-performing in other areas.

Every Student Succeeds Act (ESSA), 20 U.S. C. §6301(2015).

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Slide 9:                           Original Source of Law 4

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Slide 9:                           Original Source of Law 4

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(State Statutory Law)

All Texas public schools were mandated to provide bilingual instruction if they had 20 students or more with limited English proficiency. It also eradicated the English-only instruction used at the time (Tex. Educ. Code §21.451).

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Slide 10:                Local Administrative Law/ Policy/Rule

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Slide 10:                Local Administrative Law/ Policy/Rule

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The Los Fresnos Consolidated School District Elementary Student Handbook (2020) states, “a student who is an English learner (EL) is entitled to receive specialized services from the district. The Language Proficiency Assessment Committee (LPAC) will decide if a student qualifies for services, and their parent must consent to the services recommended. A variety of assessments will determine the student’s level of proficiency in English. The LPAC will assign instructional accommodations or additional special programs for the student and require them to become proficient at grade level performance.  The State-mandated exams will be analyzed to see if the student needs certain accommodations. The student will also continuously take assessments to determine if they should remain in the program. The Texas English Language Proficiency Assessment System (TELPAS) will also be administered to English learners who qualify for services.  If a student is an English learner and is also serviced in special education, the ARD committee will make instructional and assessment decisions in conjunction with the LPAC” (p. 50).

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Slide 11:                                Ethical Principle

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Slide 11:                                Ethical Principle

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ASCA Ethical Standards for School Counselors (2016)

A. Responsibility to Students:

A.1 Supporting Student Development

E. are concerned with students’ academic, career, and social/emotional needs and encourage each student’s maximum development. (ASCA Ethical Standards for School Counselors, 2016, p. 1)

I chose this ethical principle because it is a broad statement that encompasses everything a school counselor will do to support her student population. Najarro (2021) specified that academics, after-school programs, higher-quality technology, parental involvement, and social-emotional support would strengthen the rapport between the educators and ELLs. School counselors can collectively bring educators, ELLs, and the rest of the school community to work in unison for the utmost comprehensive progression in our students.

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Slide 12:                                Non-Law Source

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Slide 12:                                Non-Law Source

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This is a Texas Education Agency portal for educators, parents, and community members who would like to learn about English Learners in Texas.

https://www.txel.org/Educators: This section of the website “provides educators with a variety of resources that will positively impact efforts to ensure equity and the academic success of English Learners” (Supporting English Learners in Texas, 2021).

https://www.txel.org/Parents-And-Families: This section of the website “provides you and your family with information and resources in the pages below to ensure the academic success of your child” (Supporting English Learners In Texas, 2021).

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Supporting Emergent Bilingual Students in Texas

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Slide 13:      Recommendations/Best Practices for Compliance

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Slide 13:      Recommendations/Best Practices for Compliance

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Six essential strategies for teaching English Language Learners (Kaplan, 2019).

Cultivate relationships and be culturally responsive

Teach language skills across the curriculum

Emphasize productive language

Speak slowly and increase wait time

Differentiate-use multiple modalities

Incorporate Students’ Native language-don’t be afraid of technology

Compliance Practice for ELLs:

What legal obligations do schools have to English Language Learners (ELLs)? (National Clearinghouse for English Language Acquisition, n.d.).

Federal Law is violated if:

Students are excluded from effective participation in school because of their inability to speak and understand the language of instruction.

National origin minority students are inappropriately assigned to special education classes because of their lack of English skills.

Programs for students whose English is less than proficient are not designed to teach them English as soon as possible, or if these programs operate as a dead-end track; or

Parents whose English is limited do not receive school notices or other information in a language they can understand.

School Districts need to provide the following guidelines when serving ELLs effectively:

Identify students as potential ELLs.

Assess student's need for ELL services.

Develop a program that has a reasonable chance for success in the view of experts in the field.

Ensure that necessary staff, curricular materials, and facilities are in place and used correctly.

Develop appropriate evaluation standards, including program exit criteria, for measuring students' progress; and

Assess the program's success and modify it where needed.

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                                              References

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                                              References

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Alvarez, B. (2020, May 19). Linguistic discrimination still lingers in many classrooms. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/linguistic-discrimination-still-lingers-many-classrooms

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

Every Student Succeeds Act (ESSA), 20 U.S. C. §6301(2015). https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf

Kaplan, E. (2019, April 12). Six essential strategies for teaching English Language Learners. Edutopia. https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners

Los Fresnos Consolidated School District. (2020, August 10). 2020-2021 Elementary student handbook. https://4.files.edl.io/e2a7/10/08/20/190833-24ed21bf-368a-4acb-a6ae-8adbf132c710.pdf

Najarro, I. (2021, June 22). English-Learners may need more support this fall. But that doesn’t mean they’re behind. Education Week.  https://www.edweek.org/teaching-learning/english-learners-may-need-more-support-this-fall-but-that-doesnt-mean-theyre-behind/2021/06

National Clearinghouse for English Language Acquisition. (n.d.). What legal obligations do schools have to English Language Learners (ELLs)? https://ncela.ed.gov/faqs/view/6

1974 Lau v. Nichols, 414 U.S. 563 (Lau v. Nichols, 414 U.S. 563, 1974) https://www.supremecourt.gov/pdfs/transcripts/1973/72-6520_12-10-1973.pdf

Perez, C. & Morrison, S. (2016). Understanding the challenges English Language Learners and increasing college-going culture: Suggestions for school counselors. VISTASOnline. https://www.counseling.org/docs/default-source/vistas/article_81_2016.pdf?sfvrsn=abe2482c_4

Supporting English Learners in Texas. (n.d.). Educators. Texas Education Agency. https://www.txel.org/Educators

Supporting English Learners in Texas. (n.d.). Parents and families. Texas Education Agency. https://www.txel.org/Parents-And-Families

Title VI of the Civil Rights Act of 1964, 42 U.S.C. §2000d et. seq., https://www.govinfo.gov/content/pkg/USCODE-2010-title42/pdf/USCODE-2010-title42-chap21-subchapV.pdf

Texas Education Code Section 21.451 Texas Bilingual Education and Training Act (S.B. 121) of 1973 (Tex. Educ. Code §21.451) https://lrl.texas.gov/scanned/sessionLaws/63-0/SB_121_CH_392.pdf

Title 19 Texas Administrative Code (TAC) Rule §89.1201, Policy (19 TAC §89.1201) https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=89&rl=1201

Vecchiarelli, J. (2019, April 19). 4 Challenges ESL learners face. ProLiteracy. https://www.proliteracy.org/Blogs/Article/421/4-Challenges-ESL-Learners-Face