What's Hot: Advocating for ELLs

On most Monday nights, you will find me tucking my girls in by 7:45 so I can join my colleagues around the country on my couch on #ELLCHAT from 8-9 pm CT.  

This past week, the discussion was about advocating for English language learners.  Author and consultant Diane Staehr Fenner joined the chat to lend her expertise.  She has recently written the book Advocating for English Learners: A Guide for Educators and she authored this article on Colorin Colorado titled "Your Role in the Common Core:  Advocating for ELLs."  In this article, she poses some great questions for schools and districts to consider such as "Are teachers aware of the demands of CCSS assessments for ELLs & adjusting instruction? Are they using effective accommodations with ELLs in instruction and assessment?"

I have found that advocating for English language learners is equal parts speaking up for the needs of our students AND doing the work on my end to see that those needs are met to the best of my ability.  I think it also helps our case to refer to resources and organizations that are well-regarded by administrators and curriculum specialists like the International Reading Association or the National Council of Teachers of Mathematics.  Did you know that these organizations have position statements supporting native language instruction?

This is an excerpt from the International Reading Association:
Research has shown that literacy learning is easiest when initial instruction in the child’s home language is provided. Literacy skills in the home language can then be applied to learning to read and write in the language dominant in school. At the same time, however, some parents may prefer initial instruction to be delivered in the school’s dominant language. Policies and resources may make home-language instruction impossible.

This is an excerpt from National Council of Teachers of Mathematics:
Mathematics teachers must attend to all students, including those who speak a first language other than English or have related cultural differences, and ensure that all have access and opportunities to learn mathematics and to reveal what they know. Every student’s cultural and linguistic heritage should be respected and celebrated for the diversity that it contributes to the learning environment. Expanded learning opportunities and instructional accommodations should be available to English language learners (ELLs) who need them to develop mathematical understanding and proficiency.

That is powerful stuff!  If you are looking for a quick dose of insight and info into ways you can better advocate for your students, be sure to join #ELLCHAT on Twitter on Monday nights at 8 pm CT!  Hope to see you there!