English Only Here: The Impact of Restrictive Language Policies on Language Identity and Student Achievement
Last week, I had the opportunity to be part of a critical dialogue about the past, present, and future trends in the education of linguistically and culturally diverse students (also called bilingual, emergent bilingual, EL’s, and ELLs) with Manuel and Dr. Kathy Escamilla. It was a dialogue that created so many flashbacks of my experiences as a student. It was also a humbling reminder of my last two decades as an educator. The lingering message was a narrative of language policies that coerced linguistically diverse students out of their first language. And schools issuing a growing number of punishments for “failing” to acquire a second language almost instantaneously. The sad reality is that in many ways it was a terrible walk down memory lane that I almost did not want to take – and yet, I’m infinitely grateful that I did. The day left me hungry to change the reality of this narrative for current and future children who depend on schools to prepare them for a future of their choosing. The message of the day was powerful, but one question in particular keeps calling my attention. What are the implications of losing a language? It seems like a simple question? And yet it is incredibly profound. Many of us serve language learners in various program models with strong and (at times) immensely restrictive language policies: Don’t speak your native language in class. You need to find other friends so that you can practice English during recess Put a quarter in the jar if you use your native language These are practices and messages I have heard in schools across the country. But why are these policies problematic? Why should all educators be concerned with the consequences of restricting a native language in school? Personally, I know that my language is part of who I am; it is an essential connection to my past, my culture, my funds of knowledge. My language is how I interact with, negotiate with, and socialize with this world. My language is a point of pride that honors my culture and concurrently is refined and expanded by that same cultural connection. My language is my window to learning and gateway to new ideas embedded in books. To take away my language is to take away my right and access to interact socially and academically… to devalue the legitimacy of my identity… to render me powerless. This is the reality faced by the fastest growing student group in schools across the country, language learners. Valuing bilingualism as an asset, not a deficit, is a critical mindset needed. Even still, participation in learning may be a great source of struggle for language learners depending on their skills in English. Every successful interaction in English helps students to renegotiate their academic, social, and individual identities in more powerful ways – ways that will lead to greater academic success. Every miscommunication, idea, and thought that is stifled by the limited words and grammar they are able to produce causes a renegotiation towards greater inequality – one that will translate into greater achievement gaps. Educators must consider how to maximize students’ opportunities to fully participate in the learning community while also learning the rules, structures, and vocabulary of English. The best place to start is to use language policies and practices that provide language learners with a more powerful position to access social networks, opportunities to speak, and the tools to engage in cognitively challenging work. So how do educators do this? Include texts that reflect the interests and background knowledge of students. Utilize bilingual word walls to allow students to connect academic vocabulary with words in their native language. Engaging students in strategic learning around metalinguistic awareness (the ability to see, analyze, and manipulate language) helps to develop greater proficiency in English. Increase the amount of student talk that requires complex thinking. In doing so, students will have greater opportunities to master content knowledge by utilizing academic language, which are inter-related processes regardless of what language is used.
What Schools Can Do to Raise Achievement for EL’s:
Do You See Me?
A Dedication to Dr. Martin Luther King, Jr
Today is a day dedicated to honoring the legacy and impact of Dr. Martin Luther King, Jr. And while many simply enjoy the extra day at home, it is vital to reflect on what this day truly means. His life’s legacy is one of equity, access, equality and the ability of each person to realize their own dreams regardless of race, color, or creed. As an educator, I see the overwhelming challenges our children face to realize that legacy every day. Not all students experience an equitous educational experience, have access to the conditions that will ensure their success, or are faced with a set of experiences that prepare them to realize their dreams. With barriers existing for so many children (black children, brown children, language learners, exceptional children, children living in poverty, LGBT, and so many other silenced voices), I know that this work can not live on just one day of the year. Rather, we must fight, now more than ever. We must honor his legacy as we serve and guard the amazing children that are entrusted to our care. So let us not be silent, for our children – all our children – are the future and the legacy of our humanity.
Program and School Considerations for English Learners: Look Inward Before Looking Out.
As ESSA plans are submitted by states and districts, it is interesting to see what provisions are included. One thing is for sure, there is a new and much needed focus on the achievement and language acquisition levels of English Learners. This new spotlight is causing many districts to reflect on their program models and linguistic supports. There are many new models, theories, resources, books, and experts ready to tell us the direction in which we should shift. But as we begin to explore changes in programs and approaches, we must remember to exercise caution in looking out before looking in. Students learning English are as diverse as the countries and cities from which they’ve moved. From their native language, age, school experiences, country of origin, family dynamics, and everything in between, there are a range of “things” that make each one of our ELLs unique – that makes them each special. Teaching culturally and linguistically diverse students, that means, is unique from and different than teaching monolingual students. It is not bad, just different. In order to be effective in teaching ELLs, therefor, a range of considerations must be thought out in order to match the right program models and instructional supports to their needs. There are few that disagree that teaching ELLs to read and write in the majority language (which in the U.S. is English) is important with both political and social implications that add to the pressure. In addition, ESSA has raised the stakes on the increasing achievement gap and the stalling progress of language acquisition of these students, leaving many wanting to reach for the newest buzz in language acquisition. But the answer is more involved than that. While the challenge and its solution is quite complex, I think it starts with one simple concept. It is not what program model is best, but which model and supports best meet the needs of the students you have for they don’t all serve all students equally well. Yet, to make that decision, you must ask yourself, do you know your students? Most people would answer that question with a quick, “yes, of course,” before sharing a range of data points. But looking through the points below, how well could you answer the following questions about your language learners: What is your students’ native language? What are your students’ literacy levels in their native language? What are the developmental differences (interferences) between your students first language and the language they are working to acquire? What are the previous educational experiences of your language learners? What cultural factors will impact your language learners’ success in the classroom? This list of questions is by no means meant to be exhaustive. Rather, it does begin to help educators and program administrators develop an idea of what it means to truly know the students they serve. It is only by understanding your students at this level, that we can begin to determine what program model, instructional resources and supports, and yes intensive professional development is needed to ensure success. So I ask, has your district looked inward before looking out? If not, know that it’s never too late.
Happy Teacher Appreciation Week!
Today I had the honor of attending a field trip with one of my children, and it reminded me about the amazing power that teachers have over the minds, values, and excitement for learning our children develop. It was chilly, gusty, and damp at Sauganash Prairie Grove this morning when the class of about 25 stepped off the bus. But the children, an incredibly diverse group of brilliant minds, gathered around their ecology and classroom teachers as the mission of the day was shared. “We are here to look at the native flowers,” the ecology teacher began. “Now, we need to remove the invasive weeds so that next year these flowers grow everywhere,” he continued for a moment. The students listened before answering a range of questions about the different parts of the flowers, connections they had to previous learning and trips, and how to engage with mother earth. Then they were off in a range of directions to explore, learn, and engage in stewardship. While I was tempted to feel bothered by the dreary conditions that were already numbing my toes, I found it almost impossible. My group was an energetic bunch that reflected everything we would want from students. In tuned to every last detail of a plant to have the ability to determine whether is was a native flower or an invasive weed. They were detail-oriented, persistent, collaborative, and both developing and sharing multiple processes for identifying different variations of the same weeds. It was awe inspiring. I know that they will go back to school and engage in other content area learning. But this was something different – both organic and meticulously planned. It is something that so many teachers work to build all around the world – a spark, a joy for learning. So, to all educators around the world that work tirelessly to build these experiences when parents are around (and when we are not), I thank you. No words can capture the appreciation for all that you do and the lasting imprint of your work on each and every child you encounter. You are appreciated!
Total Physical Response (TPR)
Reading Strategies for Language Learners: Levels 1-2.9 TPR (Asher, 1979) Why and when to use TPR: The purpose of TPR is to provide students with limited vocabulary in the target language and opportunity to learn language necessary to communicate through physical action and kinesthetic connections. TPR can take place in a number of instructional settings: whole class instruction, strategic small group, or individual reading/writing conferences or support. While it is most often used with language and vocabulary that involve commands, it has been very effective when included in the support of other language and vocabulary, as well. The extent of the need and the language levels of your students should help to decide the appropriateness of the strategy with proficiency levels 1-2 in most need of visual and kinesthetic connections to build word and concept knowledge as measured by ACCESS. How to use TPR: The teacher gives an oral command (usually an action) to a group of students and models the appropriate kinesthetic response e.g., “pass your paper to the front”, “copy the sentence from the board”, “open your books”. Eventually, the teacher is able to give the oral commands without modeling as students learn how to respond appropriately with the action desired by the teacher. When students can respond to the command appropriately, the teacher has the formative assessment needed to move on to the next command or language development goal. In another modification, students are introduced to a new concept, e.g. love. The students learn to associate a kinesthetic response that allows them to understand the idea behind the word. Students might learn to put their hand over their heart and smile as a kinesthetic response to the new concept.
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New Provisions in ESSA Cause Schools to Ask: How do We Improve Teaching?
The Every Student Succeeds Act has everyone wondering what it is going to take to meet the new responsibilities written into the legislation when it comes to struggling schools and entities that serve English Language Learners. While states now have greater autonomy and ownership over the goals they set for students, it is with the explicit understanding that with this responsibility comes accountability to show results. In the end, there are a number of changes that stand out of from No Child Left Behind (NCLB). However, one of the most interesting is the focus on professional development and efforts to retain high quality teachers in districts – particularly those teachers who serve the most needy and at-risk student populations. In Title III (the part of the act that discusses supports and expectations for the academic achievement of English Language Learners), Section 3102 it states that, “the purpose of this part (is) … to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English … (by) improving teaching skills in meeting the diverse needs of English learners, including how to implement effective programs and curricula on teaching English learners.” So in the midst of budget cuts, increased teacher responsibility, greater class sizes, and other challenging conditions, how can your school improve teachers’ skill set to serve diverse students and the implementation of effective programs designed to meet their needs? Plan like a teacher. But not just any time. Effective professional development begins with intense planning that includes the same components as those used by effective teachers: Clear objectives, the essential learnings that must result, clear assessment of its effectiveness, and delivery (or instructional) strategies for engaging each learner in the deep thinking required for lasting change.Schools will need to leverage their very precious time in new and innovative ways. This means that some information that previously dominated professional development may now need to be communicated via email or a brief staff meeting. People who work in schools, know the number of initiatives, critical deadlines, district updates, etc. that arise during the course of the year. However, if we are really going to “improve the teaching skills” of teachers who serve the most challenging populations, it is going to take time, at the very least. Think long term. Remember that the objectives do not need to be achieved today. School reform does not take place over night as it involves people’s beliefs and long-standing habits that have served them well. Each person in the school system plays a role in the success of every student. In order to meet their needs as a learner (to be challenged enough to want to engage, but not so hard that they give up), a plan must be devised. As part of planning to improve teaching, schools must evaluate what they are doing well and what critical steps will move them to the next level. By staggering these steps towards greatness, schools can ensure stakeholders that are willing to stick with the challenges that emerge along the way. Consider the number of initiatives. At any given time, schools are offered a wide variety of partnerships, initiatives, and other programs that are designed to help students succeed. The greatest challenge then, is that not every partnership supports the particular goal of all schools. And because schools move at lightning speed, when a partnership is brought in that does not support the goals of the school, it only works to distract from what is important. Consider staggering the number of partnerships, initiatives, and other programs to coincide with the measurable goals that you have for your learners. Not only that, but be sure that that the initiatives being implemented by schools are housed and monitored in one location. This way, the work load, manageability, and coherence of programming can be seen at a glance. Approaching it in this way, will also give schools a chance to see the sheer number of initiatives that teachers are trying to manage, which should give them a sense of the number of initiatives they will be able to do well. Focus on students. Do not implement without measuring. How are students responding to new initiatives? Are the programs being implemented positively impacting student achievement? What about for subgroups? Student success should be the number 1 deciding factor in terms of the implementation, retention, and cessation of programs and initiatives. Because without measuring the impact for children, we will never truly be able to target and reproduce success for our students. Drastically increase implementation support. Consider how you fulfill these needs in your adult learners. Do teachers and other personnel who work with students have a model of what effective implementation looks like? Do they have the ability to observe someone else? Do they have the opportunity to be guided by an expert teacher when they are stuck in implementation? Is there someone checking in or conferring with them around they implementation goals? And what is the accountability for their implementation of the professional development that takes place whole group? Finally, and most importantly, is to increase the amount of support during the implementation phase of any program and initiative. During implementation, teachers are dealing with uncertainty, feelings of doubt, lack of expertise, and few references for what success might look like. It is during the implementation phase that most initiatives actually fail. Not because they are bad initiatives, or because they don’t potentially meet the needs of the student population, but because teachers lose the support when they need it the most. Think about effective literacy instruction. You have a model (an opportunity to see it in action with an explanation of what was seen and time to process that experience), shared practice, possibly partnered practice, guided practice, independent practice, conferring, accountable talk, etc. All these things serve to support students during the implementation of a new strategy. More and more, we are seeing that professional development fails to produce