Today I want to share a post I first wrote two years ago for Education Northwest’s Northwest Matters blog. As we approach a new school year, it seems an appropriate time to recommit to ensuring that all schools are places where English learners can be successful.
While schools in states such as Texas, Arizona, and California have been teaching English language learners (ELLs) for generations, the presence of ELLs is a comparatively new phenomenon in the Northwest. If systems are not already in place for students to develop their English proficiency while learning math, science, social studies and other subjects at the same time, what can principals do to make sure ELLs get the support they need?
1. Set a vision for high expectations
Imagine if you had to learn math in Spanish, Vietnamese, Chinese, or another language in which you are not fluent. It would be an extra challenge, of course. But, it wouldn’t mean you were less intelligent or less able to learn the math. Teachers, out of sympathy, sometimes try to “help” by giving ELLs easier assignments. Those easier tasks, however, just leave students with less ability to meet the expectations of new state standards. As a remedy, principals can communicate to teachers their belief that ELLs, with appropriate instruction and supports, can succeed in learning challenging content.
Click here for the full post…
Educational Research For People Who Care About Education 