The Role of Each

Aha!

ELL education is multi-faceted and requires many pieces of our educational system to work together in order to achieve best results; the achievement of this cannot be solely on the ELL Specialist. The number of ELLs in classrooms is steadily growing; however, educator training and administration prioritization about intercultural awareness, language acquisition process, appropriate assessment, scaffolds and strategies, and access to resources has not kept pace. 

Administration, ELL Specialists, and classroom educators all have vital roles in order for ELL education to best serve those who need it.

School Leadership 

With a school-wide lens, administrators hold much of the power and drive necessary to promote teacher efficacy and advocate for resources and necessary funding. School-wide goals are often selected and monitored by administration; when an effort is made to include ELL in these goals, effective support and learning can take place. Administration can take care of the obvious pieces such as acquiring appropriate resources for ELL Specialists and educators to use through allocated funding and hiring on those with ELL experience. However, there are many other ways administrators can ensure best outcomes for our ELLs. A key to this is ensuring that they view ELL education not as a separate silo of learning, but rather an equitable way of approaching education for a percentage of the student body, and remembering that these scaffolds and strategies are cross curricular and benefit all students. With this in mind, there are several avenues administration can take. Administration can find ways to fund, set up, and support collaboration time between ELL Specialists and classroom teachers. They can invest in TTOC time to cover training for SIOP and other frameworks for educators that are interested. They can ensure that they communicate with ELL Specialists to create school-wide goals include ELL cultural and language goals, therefore encouraging staff-wide inquiry and focus. With school wide goals in mind, administration helps to ensure educators are checking in on their progress with the goal, helping to keep it top of mind and progressing. Data can be collected at a school-wide level and used to reassess and better align strategies, as well as the school goal. They also have the power to ensure professional development opportunities are made readily available for staff to address these goals; speakers can be invited in and resources introduced during professional development days to give staff a meaningful opportunity to connect, learn and explore. 

Key to this is having administration that has some understanding of ELL students; therefore this issue also needs to be addressed at the district level. Those who hire and move administrators should pay attention to ELL numbers and needs across the district and place their leadership accordingly. Furthermore, hiring should consider administration with an ELL background in order to strengthen focus and education in this area.

Classroom Teachers

One of the biggest reasons for inaction is lack of understanding. ELL education is not a part of regular educator education, therefore leaving most classroom teachers stranded when it comes to addressing ELLs. They cannot address what they don't know. However there are many strategies and frameworks that educators can use which address how they are already running their classrooms that will make a world of difference to ELLs. Being aware of the RTI model, or Universal Design Learning is a great place to start (see my "Frameworks for Success" blog post); these teaching frameworks use equitable learning approaches and strategies for removing learning barriers. Focusing on, and learning about, the various cultures represented in the classroom is another way to promote ELL identity and help them feel welcomed and safe in the learning environment. Cultural awareness goes beyond celebrations, food and clothing. Encouraging educators to look into the big ideas and cultural structure of various countries helps them better understand students and their behaviour. Choosing texts and resources that are culturally relevant and represent multiple view points validates all learner identities, as well as hooks them as they can connect to the content. Another strategy is to use technology to assist ELLs with communicating their higher order thinking; ELLs must be provided with opportunities to demonstrate their learning at the same level as other learners. Therefore, language barriers should be removed wherever possible. Technology often provides multiple entry points for students and allows educators to use a big idea lesson that is accessible by all students, provided they have choice and variety in expressing their learning.

However, when we discuss how to achieve the best learning opportunities for ELL students, educators would most benefit from learning about who their ELLs are, as well as the language acquisition process. I feel that the difference between social and academic language acquisition should be standard educator knowledge. This can be promoted by administration goals and professional development time dedicated to this area. Understanding the language acquisition process and how to assess ELLs, as well as how to assess and scaffold lessons for language demands, allows classroom teachers to be more effective and purposeful in their teaching. They will be better able to provide a productive learning environment for ELLs, once equipped with cultural awareness and knowledge of the language acquisition process. Furthermore, if educators understand the resources available to them and when/why they are needed, they are likely to be accessed more often and with a higher level of success.

The ELL Specialist

This is where the ELL Specialist comes in. They hold a multi-faceted position. One of the most important, though often not realized, aspects of their position is to act as a resource for their fellow colleagues. ELL Specialists come equipped with knowledge of the language acquisition process, cultural understanding, strategies and scaffolds, as well as suggestions for assessment. One of the greatest skills and ELL Specialist can possess is the ability to communicate and demonstrate how they can help without being asked.

ELL Specialists are often viewed as separate from the school body; they teach language lessons to a particular group of students. With added collaboration time, ELL Specialists can become effective co-operative teaching partners in the classroom, supporting all learners while demonstrating strategies and scaffolds to classroom teachers. They have the knowledge and ability to demonstrate how to break lessons down into content and language goals, as well as assess whether lessons are accessible by all students present. Though collaboration time is often lacking, with administrative support, ELL Specialists can make use of professional development time to address whole staff and share basic insights and knowledge. In this scenario, they are able to communicate their position and what they can provide to classroom teachers, thereby promoting conversation and developing goals and strategies that are needed. 

Lastly, ELL Specialists are a great tool when welcoming and communicating with families. They have background knowledge and might see the process of registration, or the signage and art displayed, through a different lens than most. With small tweaks and suggestions, they can assist in ensuring all families feel welcomed and understand the learning environment. ELL Specialists often have some insight into the cultural views and aspects of other countries and can give suggestions or assist with conversations around student learning. They’re also a key component in getting ELL families to participate in the school community. By ensuring activities are approachable and welcoming, ELL Specialists assist in creating connections across the whole school community. They are also there to communicate with families about school goals, attitudes, and expectations. If this sounds like a big job for one position, it’s because it is. However, when supported by administration goals and funding, and collective teacher efficacy, ELL Specialists can be very successful in all of these avenues.

And So...

I feel there are so many parts to ELL education and in order to be effective, there must be focus, collaboration, and knowledge on the part of each role. In my opinion, the current issue is lack of knowledge in administration and educators when it comes to ELL education. Though we all wish the best for our students, we are unable to assist and help if we don't understand the needs of our learners. If this area can be addressed, I feel that administration and educators would be motivated to address ELL needs, therefore also increasing the involvement and advocacy role of the ELL Specialist. When each role in our education system is knowledgable about what is needed, then they are able to add to the collective whole of a well rounded ELL education experience.