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"those who, in learning to read and write, come to a new awareness of selfhood and begin to think critically at the social situation in which they find themselves, often take the initiative in acting to transform the society that has denied them the opportunity of participation" (Freire)

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Academic support in native language. Scaffolded language acquisition to build foundation.

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3-4 years to develop English language proficiency.

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ELL programs reinforce English only. "Subtractive bilingualism"

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Limited resources and opportunities for migrant communities

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Challenges are exacerbated in schools for EB/ELLs

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Students best learn through familiar language and content. Dewey - "Educative Experiences"

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Provide opportunities to question educational system and for student initiated action.

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Although still developing English, must participate in standardized tests.

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Deficit thinking model (Valencia). Blames the students' culture, language, SES, for underachievement.

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Further segregates students based on "deficient" classification".

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"Comprehensible input" by learning academics and L2 through use of native language. (Stephen Krashen)

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Student Stories of Migration

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Almost impossible to close the gap with English speaking counterparts, leading to less opportunities

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Inquiry Based Learning

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Asset Orientation - Dual Language

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Parents share culture in classroom - Capoeira-

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Home Visits/Parent Teacher Conferences