English Learners (ELs) - A Legal Resource Guide by Angela Pidgeon https://padlet.com/apidgeon4/134srn2ta380hn4b Created with New Texas Teachers in mind en-us 2020-11-17 19:42:43 UTC 2026-02-22 02:47:54 UTC hello@padlet.com apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933727516 2020-11-17 19:56:52 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933727516 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933729968 It is important as educators that we know the laws that relate to this special population of students and that ethically we understand the importance of serving these students well so that they can achieve high levels of learning.]]> 2020-11-17 19:57:25 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933729968 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933739377 English Learners typically are a small population on many high school campuses and oftentimes their needs go unnoticed and/or teachers do not have the foundational knowledge and skills to adequately address the learning needs these language learners have. ]]> 2020-11-17 19:59:11 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933739377 Ms. Sarah Coronado apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933746550 Bio: Ms. Coronado has served the EL population for 10 years as both teacher and now assistant principal at Central High School in San Angelo, Texas. Passionate about equity in education, Ms. Coronado continues to advocate for this important group of students. Her hobbies include running, reading, and spending time with her grandson. Her nickname growing up was "Bunny" because she was so full of energy and always on the go.]]> 2020-11-17 20:00:42 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933746550 Interview Summary apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933782324 Sarah believes that ELs are underserved because some teachers can lack the skills necessary to communicate with ELs and may feel intimidated by the language barrier. This intimidation could transfer into students not being served, and because the population is small, this lack of service may go unnoticed. Another problem that arises is that teachers equate a language barrier to a deficiency in intelligence rather than understanding that a language barrier simply needs to be overcome so that learning can be expressed and understood by both teacher and student. Ms. Coronado also mentioned that having the law gives administrators and teachers the backing to provide the support needed because it brings accountability at both the campus and district levels.

She goes on to say that the law provides only the foundation for support and is not the end of what schools should do to support ELs on their campuses. The law is not the end of what we should be doing Holding an LPAC (Language Proficiency Assessment Committee) and having the signature on the form does not reflect that schools are truly providing support if they are not also monitoring and evaluating the support provided in the classroom.  Ms. Coronado firmly believes that schools need to make sure that they are committed to doing what is best for each student

Moving forward, according to Ms. Coronado, some areas of concern are that schools, leaders, and teachers may get caught  up in the legality rather than the spirit of the law that these kids need real support and teachers need training in what successful language supports look like in instructional practice. Rather than simple compliance, strides must be made to ensure the law is transferred to meaningful classroom language support for our EL population.

]]> 2020-11-17 20:08:23 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933782324 Article: The Teachers Our English Language Learners Need apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933920733 Gándara, P., & Santibañez, L. (2016). The teachers our English Language Learners need. Educational Leadership, 73(5), 32–37.]]> 2020-11-17 20:40:31 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933920733 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933933906 Gándara and Santibañez (2016) discuss the need of high performing teachers with special skill sets to serve English Learners. They list research studies that showcase evidence that English Learners are best served through bilingual teachers, but they also list professional learning topics that support teachers of ELs such as instructional best practices for language skill development and methods for increasing parental involvement despite language barriers. Overall, this resource can serve teachers as they explore how to best serve this important population of students. ]]> 2020-11-17 20:43:58 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933933906 News Article: Is the Texas Legislature doing enough for English learners in HB 3? apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933978466 Chang, J. (2019, April 19). Is the Texas Legislature doing enough for English learners in HB 3? Austin American Statesman. ]]> 2020-11-17 20:55:00 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/933978466 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934048108 * HB3 provides no universal weight change for EL students  (currently, for each EL student, a district receives 10% extra funding - no change since 1984)

*HB 3 allots for a 5% increase on top of the 10% for each student enrolled in a Dual Language Program

*Only 20% of the 1 million EL students across the state are in a Dual Language Program

*1 in 5 students in Texas is an English Learner, and 90% of those are native Spanish speakers

*The last time funding for all ELs was increased was 1984, and since 2004 there has been a 58% increase in our EL population

*EL students have a 19 point lower graduation rate than non-EL students]]> 2020-11-17 21:13:28 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934048108 News Article: English-Language Learners Need More Support During Remote Learning apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934273078 Babinski, L., Amendum, S., Knotek, S., & Sanchez, M. (2020, June 19).  English-language learners need more support during remote learning. Education Week. ]]> 2020-11-17 22:30:09 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934273078 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934303094 * Although geared for younger students, this article addresses important concerns for all ages of virtual learners.

*Key emphasis is the lack of communication EL students and families receive as to how to continue learning on a virtual platform

*Schools should leverage bilingual staff, parents, and extended family members to support students should they be learning in a virtual environment

*Teachers need clear guidelines and extensive support for engaging with their EL students 

*The last time funding for all ELs was increased was 1984, and since 2004 there has been a 58% increase in our EL population

*The social-emotional health of EL students during crises such as COVID-19 should be adequately addressed as EL students often face unique struggles related to their language barrier and perhaps separation from extended family]]> 2020-11-17 22:43:34 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934303094 Judicial Law apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934346208 Plyler v. Doe 457 US 202 (1982)]]> 2020-11-17 23:03:32 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934346208 Statutory Law apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934351823 20 U.S.C. §3423d]]> 2020-11-17 23:06:29 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/934351823 San Angelo ISD apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/946886872 EHBE(LOCAL)]]> 2020-11-20 19:50:59 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/946886872 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947519487
  • Addresses persons who are not citizens and the rights that apply to those persons
  • Applies to students who may speak other languages in that they are to be provided for in the same way as students who are native-born United State citizens
  • Pertains to the EL population of students in our public schools because of its focus on providing equal protection of the laws
    • ]]>     2020-11-21 01:38:26 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947519487     Constitutional Law apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947519577 U.S. Const. Amend. XIV §1]]> 2020-11-21 01:38:33 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947519577 Administrative Law apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947531323 19 T.A.C.  §89.1201]]> 2020-11-21 01:52:11 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947531323 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947540712
  • Ensures limited-English proficient students have equal access to programs that are funded with federal money
  • Provides an office in the United States Department of Education focused on needs of English language learners
  • Includes provision for technical assistance for any program that is federally funded and serves English language learners
    • ]]>     2020-11-21 02:02:52 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947540712     apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947545841
  • Outlines specifics for providing instructional support for limited English proficient students
  • Delineates specifications for both bilingual programs and ESL programs in schools
  • Mandates that schools utilize the English Language Proficiency Standards in addition to the Texas Education Knowledge and Skills (TEKS) when providing instruction for EL students

    • ]]>     2020-11-21 02:08:54 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947545841     apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947549916
  • Qualifies English language learners to receive full access to public education 
  • Ensures the bilingual students or limited English proficient students are able to gain the education they need to live literate lives
  • Argues that students who are undocumented persons may live lives within a state's borders and should receive the ability to contribute to society through an adequate education

    • ]]>     2020-11-21 02:13:44 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947549916     apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947561178 This local policy contains guidance for who is selected as part of the LPAC committee for each English language learner. The policy also includes specifications for the LPACs to review all laws and policies related to their duties each year. ]]> 2020-11-21 02:26:37 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947561178 Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947569723 Mavrogordato, M., & White, R. S. (2020). Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners. Educational Administration Quarterly, 56(1), 3–45. ]]> 2020-11-21 02:36:12 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947569723 apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947586498 Equity in education is an ethical dilemma that applies to English language learners. Many times, the law is followed, and yet these students may still suffer from lack of access to an equitable education. This research study concludes that local groups such as LPACs have significant impact on whether these students receive social justice. Decisions made by these committees should be informed by equity standards and responsible decisions for each impacted student. 

    When English learners participate in local-controlled LPAC committee meetings, it is important that their rights are adequately represented and that the members of the committee understand the role in equity that they play in each of these students' lives. When these committees are not well-informed, English learners often suffer from lack of access and lack of equity in their educational opportunities. ]]>     2020-11-21 02:57:15 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947586498     English learners are best served when: apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947595884
    • Instructors are familiar with language acquisition theory and instructional best practices
    • LPAC Committee members are  well-versed in the laws about English language learners
    • LPAC Committee members understand the role they play in English learners receiving equitable access to learning that meets their language needs
    • Instructors and leaders understand the importance of utilizing English Language Proficiency Standards in every classroom with English learners
    • Schools consider implementation of bilingual programs for English learners if many students have the same first language
    • Schools proactively seek involvement of family members of English learners in the education of these students
    • Schools consider the socio-emotional impact on these students who may be separated from extended family during crises situations such as COVID-19
    ]]>     2020-11-21 03:07:59 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947595884     apidgeon4 https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947609651 Growing up in San Angelo, Texas, I was in classrooms with English learners from the time I was in first grade. Living so close to the border with Mexico, often English learners would be Spanish speaking students, and I saw first hand the inequity in their education that they often faced. Once in college, I minored in Spanish and received my certification as a Spanish teacher. Learning a second language allowed me to empathize more with the plight of those who must learn English with also grappling with the regular content-based knowledge and skills associated with each high school course. It has become increasingly important in my educational journey to advocate especially for these students to ensure that the instructors (especially those with EL specific courses) understand second language acquisition theory and instructional best practices. Ethically, it is imperative that educators work to ensure that these students have an equitable education and are not underserved because of their limited English proficiency. ]]> 2020-11-21 03:25:41 UTC https://padlet.com/apidgeon4/134srn2ta380hn4b/wish/947609651