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How School Counselors Can Support English Language Learners

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How School Counselors Can Support English Language Learners

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This article provides ways counselors can help English Language Learners with their academic, social, and career options. It also describes how English Language Learners are disadvantaged on different levels, from cultural differences to limited resources.
Bell, H. (2019, October). How School Counselors Can Support English Learners - American School Counselor Association (ASCA). Schoolcounselor.Org. Retrieved May 3, 2022, from https://www.schoolcounselor.org/Newsletters/November-2019/How-School-Counselors-Can-Support-English-Learners?st=RI

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While the English learner (EL) population is growing by leaps and bounds within U.S. public schools, most school counselors don't receive any sort of specialized training in how to work with these students or their families. School counselors are in a unique position to support the inclusion and success of English learners in Utah schools. Baseline data has revealed that English learners have the largest gap across all outcome indicators. They face unique challenges in the school system, including cultural differences, language barriers, poverty and lack of resources.

When English learners come into your school from their country of origin, cultural rules and norms can be confusing and feel very foreign. School counselors serve an important role in connecting EL students with people, opportunities and resources that will help ease their transition into your school culture. Some strategies that may help EL students' transition are:

Proper course placement - placing EL students in the appropriate classes to meet their individual needs can increase school success

Connecting them with clubs and extra-curricular activities

Pairing them with a student representative, preferably one who is fluent in their native language, to acclimate them to the school. For example, they can give a tour of the building, explain the school rules and policies and introduce them to their teachers and other students

Ensuring that students are appropriately identified for special education services. A disproportionate number of EL students are placed in special education. English language fluency does not always correlate with a need for special education services.

Ensuring that students who are identified for special education services are also provided English language supports. Students should be afforded both services; one does not supersede the other.

Organizing small groups to foster positive school adjustment

Conversation group - In a conversation group, EL students can practice English in a safe setting, share information about their culture and personal experiences, develop social-emotional skills and learn local culture from peers.
College group - A college group can introduce EL students to the college system in the U.S., help them with admissions requirements and applications, offer writing workshops, bring in guest speakers, assist with financial aid and scholarships and offer field trips to local colleges.

Include families in the conversation

Provide families with resources. Organizations such as Catholic Community Services, the Refugee and Immigrant Center - Asian Association of Utah, and the English Skills Learning Center provide many services. Families of EL students can be a great resource for expanding cultural conversations in schools. Make sure they have a place at the table.
Arrange for a translator to be present at meetings with families of English learners. It is respectful to face the family during the conversation, not the translator.
Provide translated correspondence, resources, and documents in preferred language.

Additional Resources: Contact Holly Bell, USCA past president, at holly.bell@utschoolcounselor.org.

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How School Counselors Can Support English Learners

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While the English learner (EL) population is growing by leaps and bounds within U.S. public schools, most school counselors don't receive any sort of specialized training in how to work with these students or their families. School counselors are in a unique position to support the inclusion and success of English learners in Utah schools.

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Column: English learners feel left behind

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Column: English learners feel left behind

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This article recognizes the difficulties that English Language Learners (ELL) struggle with for various reasons. It also highlights statistics on the graduation rate for ELL's and how attending school online due to covid-19 has had a negative impact due to limited chances to practice the English language. Understanding the obstacles for these students can help me as a counselor in advocating for this special population of students.

https://highschool.latimes.com/calabasas-high-school/column-english-learners-feel-left-behind/

Do, R., Lin, A., Chang, M., & Meister, R. (2022, April 29). Column: English learners feel left behind. HS Insider. Retrieved May 3, 2022, from https://highschool.latimes.com/calabasas-high-school/column-english-learners-feel-left-behind/

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Warning there are spoilers and discussions of homophobia Netflix's "Heartstopper," adapted from the British webtoon-turned-graphic novel by Alice Oseman, showcases holistic queer representation in a refreshing way, perfect for spring. Charlie Spring, played by Joe...

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Column: English learners feel left behind

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Warning there are spoilers and discussions of homophobia Netflix's "Heartstopper," adapted from the British webtoon-turned-graphic novel by Alice Oseman, showcases holistic queer representation in a refreshing way, perfect for spring. Charlie Spring, played by Joe...

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This article offers a different way of "placing" ELL students. Typically, students who take AP courses are students who excel in their classes and this is suggesting to offer it to everyone. Some students might not excel in basic classes because they're bored and offering more challenging classes might open their eyes to a class they hadn't considered in the past. This information is important for ELL's and counselors because it offers a different approach.

McIntyre, B. M. (2022, March 30). Some schools shift away from ‘leveling.’ Concord Monitor. Retrieved May 7, 2022, from https://www.concordmonitor.com/In-pursuit-of-equity-some-NH-schools-continue-shift-away-from-leveling-45714579

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As a middle-schooler in Nashua, Joslyn Villavicencio wanted to challenge herself. But she was surprised to find it wasn’t as easy as just signing up for harder coursework.“I had to push myself and had to contact teachers just to put me in the honor...

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According to American School Counselor Association, "Counselor's are concerned with students’ academic, career and social/ emotional needs and encourage each student’s maximum development" (American School Counselor Association, 2016). If counselor's assume that all English Language Learners are interested in the same career choices, they are grouping people without really knowing them. This would be an unethical belief and action. Counselors need to encourage students according to their academic development and choices, not their culture or language barrier.

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My connection to the ethic's and laws tied to English Language Learners goes back to my grandparents education. Education in the past was very different but my grandmother was bilingual and tried her best to learn English and was successful. Not all students have this ability and need extra help, which is where ethic's and laws come into place; providing educational opportunities to all students.

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The Southern Poverty Law Center. (2017). Best Practices For Serving English Language Learners And Their Families. Teachingtolerance.org. Retrieved May 5, 2022, from https://www.learningforjustice.org/sites/default/files/2017-11/TT-ELL-Best-Practicies-Guide-WEB-v2-Nov2017.pdf

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According to the core beliefs of the San Antonio Independent School District, "Every student and staff member should be valued and that their differences should be honored and respected" (Visions, Values and Beliefs, n.d.). Based on this core belief, the school district expects every student and staff member to be respected, especially those who are different, which would include English Language Learners or ELL's. Because of this core belief, ELL's will be treated as other's are and will be included in the campus environment.

Visions, Values and Beliefs. (n.d.). Saisd.net. Retrieved May 6, 2022, from https://www.saisd.net/page/dis-vision?gclid=Cj0KCQjwsdiTBhD5ARIsAIpW8CJk-B5fflRZNafMvyGwJUrfPQlqaob1Lgppo6M7DD-BEC7JCMTT4jEaAvj3EALw_wcB

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State-
Equal educational opportunities:
This states any educational institution shall provide equal opportunities to all individuals within its jurisdiction or geographical boundaries (TEC § 1.002 (a)).

According to this law, all students will receive the same educational options. English Language Learners (ELL's) can expect to learn and succeed in the same educational environment as their peers.

Texas Education Code § 1.002

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.1.htm

Federal-
Entitlement to equal educational opportunity:

This states all children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin (20 USC § 1701 (a)(1)).

English Language Learners are protected by state statutory laws and federal statutory laws like this one. A students preferred language should not impact the quality of education they will receive.

Congressional declaration of policy, 20 USC § 1701 (a)(1).

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In this case, the Texas Legislature attempted to deny undocumented students an education by revising it's education laws. Mexican origin students were the one's impacted by the revised education laws and filed a class action which went to the Supreme Court. By a 5–4 vote, the Court concluded that the Texas legislation violated the Equal Protection Clause (the Administrative Office of the U.S. Courts, n.d.)

The Administrative Office of the U.S. Courts. (n.d.). Access to Education - Rule of Law. United States Courts. Retrieved May 5, 2022, from https://www.uscourts.gov/educational-resources/educational-activities/access-education-rule-law

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The standard expects the educator to comply with state regulations, written local school board policies, and other state and federal laws (19 TAC § 247.1.7g).

The laws are created to protect educators and students, we need to comply in order to avoid issues. If we follow school board policies and federal laws, students and staff will be protected.

Educators’ Code of Ethics, 19 Tex. Admin. Code § 247.1.7g).

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The 14th amendment states that no State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States (United States Senate, 2021).

United States Senate. (2021, July 21). U.S. Senate: Constitution of the United States. Senate.Gov. Retrieved May 4, 2022, from https://www.senate.gov/civics/constitution_item/constitution.htm#amendments

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English Language Learners Legal Guide (1)