I also believe that as a future teacher, I have a very large obligation to my students who have different abilities and might not have English as their first language. I think that I should view my MLLs like I view any other student with challenges and different abilities in my class. I want to be able to play to their strengths and scaffold them where they still struggle. With proper scaffolding and positioning, the MLLs in my classroom will be able to succeed and grow in both their L1 and L2 languages. It is very important to teach in a culturally responsive manner because it elevates my own practices, my student’s learning, and the overall school experience. It also helps broaden their cultural horizons and understandings. According to Uninvited Guests: The Influence of Teacher’s Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom by Bogum Yoon, “Mrs. Young’s perception of her roles is general and inclusive. Her reflexive positioning indicates that she does not dichotomize her role merely as teaching regular education students or specify her role as focusing on the ELLs’ linguistic needs. Through the statements of her roles with regard to ELLs, Mrs. Young positions herself as a supporter for the students’ learning. Since Mrs. Young believes that teaching the ELLs is her responsibility as well, she reported that she attempts multiple ways of supporting the students’ diverse needs without solely depending on the ESL teacher. To Mrs. Young, the ESL teacher is a bridge that links her with her ELLs’ families for supporting the students’ needs” (Yoon, 2008). I want to be able to follow Mrs. Young’s example and help set my students up for success academically and socially. Another important part of this is making sure my students have the resources they need in order to be successful. 

In the state of Missouri, ELLs and their families are afforded certain rights to learn and be involved in their child’s learning. There has been a large amount of legislation and law passed on this topic. One of the largest cases that provides ELLs and their families with their rights is Lau vs. Nichols, 1974. “One such ruling states that ELs must be provided equitable access to the educational program meaning any class in which they are enrolled. The court decided that it was insufficient to place students in classes alongside native English speakers without supports, accommodations, or modifications as the students are deprived of a meaningful education (Lau v. Nichols, 1974)” (DESE). It is incredibly important that I know the rights and needs of my ELLs and their families so I can best assist them in their learning. If I do not provide them with the proper resources, modifications, and people to help them in their education and their child’s education, then I am doing them a large disservice. 

As a future high school history teacher and a future educator of MLL learners, it is incredibly important that I understand the legal rights of my students and their families. It is also necessary for me to help them get the resources they need, and then modify my lessons to meet them where they are using WIDA standards. Finally, I need to make sure I position my MLLs well in the classroom so they can grow academically, linguistically, and socially. By doing all of this I can create a more diverse and welcoming learning environment for all students.

English learners (EL) identifying els. English Learners (EL) Identifying ELs | Missouri Department of Elementary and Secondary Education. (n.d.). https://dese.mo.gov/media/pdf/curr-eld-identification-identifying-els

Yoon, B. (2008, April 16). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English Language Learners in the Classroom. American Education Research Journal. https://journals.sagepub.com/doi/10.3102/0002831208316200