DQ1:
How can teachers serve as both advocates and allies in working with ELLs and their families? Share an example of how you, a colleague, or a mentor teacher has served as an advocate or ally for an ELL or ELL family. Describe what was done and how it relates to being an advocate or ally.
DQ2:
Why is it important to know the rights of ELLs and their families? How can you serve as a resource to school administrators and colleagues to ensure the rights of ELLs and their families are being protected in both their classrooms and school?
DQ1:
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Teachers can serve as both advocates and allies in working with ELLs and their families by understanding and respecting the unique cultural and linguistic backgrounds of their students. They can create a safe and welcoming classroom environment that fosters open communication with ELL students and their families. Additionally, they can make an effort to learn about the cultural traditions and practices of their students and incorporate them into their curriculum.
An example of how a teacher can serve as an advocate or ally for an ELL or ELL family is by creating a welcoming and inclusive classroom environment. This can include providing materials in multiple languages, using culturally responsive teaching practices, and ensuring that ELL students have access to necessary resources and support. For instance, a teacher might work with a bilingual aide or translator to help a non-English speaking parent understand their child’s progress and support their learning at home.
DQ2:
It is important to know the rights of ELLs and their families because they are protected by federal law, including Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunities Act of 1974, and the Lau v. Nichols Supreme Court decision. These laws ensure that ELLs have the right to equal access to education and support services, regardless of their language or cultural background.
As a teacher, you can serve as a resource to school administrators and colleagues by staying informed about the legal rights of ELLs and their families and advocating for their needs. This can include providing professional development on best practices for teaching ELLs, working with families to develop a plan for their child’s academic success, and collaborating with school leadership to ensure that ELLs have access to necessary resources and support. Additionally, you can work to create a welcoming and inclusive classroom environment that promotes the cultural and linguistic diversity of your students.
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References
Cho, S., & Kwon, K. (2019). A critical review of research on English language learners and advocacy. Multicultural Perspectives, 21(3), 139-146. doi: 10.1080/15210960.2019.1604219
García, O., & Kleifgen, J. (2018). Equity for English learners: Towards a research agenda. Language Teaching, 51(1), 1-34. doi: 10.1017/S0261444817000429
Kim, H. J., & García, G. E. (2019). Becoming advocates for English learners: Pre-service teachers’ learning from family and community funds of knowledge. Teacher Education Quarterly, 46(1), 23-47.
Linquanti, R., Cook, H. G., & Goldenberg, C. (2016). Access and engagement for English language learners: From policy to practice. Education Policy Analysis Archives, 24(111). doi: 10.14507/epaa.24.2205