Working with Culturally and Linguistically Diverse Families Supporting English Language Learners Henrietta Rema Sawyerr

Outline of Presentation Who are English Language Learners? Interesting Facts about ELL Problems ELL Students Face Barriers of Parental Engagement Supporting and Engaging Families of ELL

Who are English Language Learners? Individuals whose first language is not English and who are learning English as a second language (Abate. 1997).

Interesting Facts about ELL ELL are the fastest growing segment of the public school population. There has been a significant increase in the proportion of students in the United States who are learning English (Alt, 2013). There has been a concern about the rise and performance of English language learners in our public schools today. The percentage of public school students in the United States who were English language learners (ELL) was higher in school year 2011–12 (9.1 percent) than in 2002–03 (8.7 percent). Seven of the eight states with the highest percentages of ELL students in their public schools were located in the West.

Interesting Facts about ELL Recent studies show that California and Texas are the two states that have majority of English language learners. ELL students constituting 23.2% of public school enrollment in California

Interesting Facts about ELL Over the past 15 years, the number of ELL students has nearly doubled to over 5 million By 2015, ELL enrollment in U. S. schools will reach 10 million and by 2025, nearly one out of every four public school students will be an ELL (NCELA, 2007). Two-thirds come from low-income families (Roekel, 2008). Moreover, Spanish is the predominant language spoken by majority of English language learners. Three out of four ELL students are Spanish speaking (Roekel, 2008).

Interesting Facts about ELL ELL are the fastest growing segment of the public school population. ELL are highly heterogeneous and complex group of students, with diverse gifts, educational needs, backgrounds, languages, and goals. ELL students differ in socioeconomic capital, race, language, culture, and the academic preparation needed to be successful in today’s society. Recent research shows that 57% of ELL students were born in the U.S., while 43% were born elsewhere

Interesting Facts about ELL ELL students have varied levels of language proficiency, socio- economic standing, expectation of schooling, content knowledge, and immigration status. ELL sometimes struggle academically These students academic performance is well below that of their peers (Roekel, 2008).

Interesting Facts about ELL Some ELL students come from homes in which no English is spoken While some come from homes where only English is spoken Others have been exposed to or use multiple languages

Now Let’s Watch a Video Clip! ELL: Culture Equity and Language What is your impression of content of this video?

Problems ELL Students Face Inability to communicate effectively in the language of instruction. ELL students are unable to read, write, and perform in English and this puts them at a crippling disadvantage (Zimmerman, 2014). ELL may appear to be low cognitive functioning when compared to their English speaking counterparts (Zimmerman, 2014).

Problems ELL Students Face Sullivan, A. L. (2011), conducted a study to explore the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. The results indicated that English language learner students are increasingly likely to be identified as having learning disabilities or mental retardation, and are less likely to be served in either the least or most restrictive educational environments relative to their white peers.

Problems ELL Students Face ELL students do not receive adequate linguistic support in a typical classroom. Students are therefore misdiagnosed with a cognitive delay even though they do not have access to appropriate second language acquisition resources (Zimmerman, K., 2014). Public schools in the United States are federally mandated to identify and serve all students with disabilities. However, students whose native language is not English are at a risk of being inappropriately identified for special education because issues related to language and culture complicate the identification process (DeMathews, D. E., Edwards, D. B., & Nelson, T. E., 2014).

Problems ELL students face low academic achievement related to low expectations and inadequate instruction as well as inappropriate assessment instruments or procedures. This leads to English language learners having poor behavior social interaction skills (Xu, Y., & Drame, E. 2008).

Barriers of Parental Engagement School based barriers including: negative school climate, unwelcome school environment the view that culturally and linguistically diverse families as “the problem” Lack of English language proficiency Parental educational level ELL parents are frequently perceived as lacking resources (experience, know-how, and education) to provide and support home educational experiences.

Engaging Families of ELL Social research supports the proposition that when schools family and community organization work as partners to enhance and support learning, our culturally and linguistically diverse students will do much better academically in school (Quezada, 2003). Research also indicates that when families schools, and communities develop partnerships in which parents participates, student academic achievement increases (Dantas & Maynack, 2010).

Engaging Families of ELL Research conducted by Hutchins et al., 2012) disproves the stereotype that parents who are low income, who are non-English speaking, and who come from marginalized groups do not care about their children’s education.

Engaging Families of ELL Communicate with families about school programs and student progress Encourage families to volunteer Send bilingual newsletters Initiate home visits Invite extended family members to school activities

Now Let’s Watch a Video Clip! Watch this video on Supporting ELL in a Preschool Classroom What are some of the strategies mentioned in this video?

Future Thoughts We need to understand the parents' and students’ educational background and the educational system of parents’ and students’ country of origin. We need to be aware of families’ cultural practices and traditions. We need to make it clear to parents why we want them to be involved. How can schools incorporate cultural competence in early childhood programs? What are some of the barriers or challenges that schools may face when incorporating cultural competence?

References Abate, F. R. (1997). Oxford pocket dictionary and thesaurus. New York: Oxford University Press. Alt, M., Arizmendi, G.D., Beal. C. R., & Hurtado, J. (2013). The effect of test translation on the performance of second grade English learners on the KeyMath-3. Psychology in the Schools, 50(1), 27-36. DeMathews, D. E., Edwards, D. B., & Nelson, T. E. (2014). Identification problems: United States special education eligibility for English language learners. International Journal of Educational Research, 68, 27-34.

References Echevarria, J. M., Vogt, M. J., & Short, D. J. (2004). Making content comprehensible for English language learners: The SIOP Model (2nd ed.). Boston: Pearson. Good, M. E., Masewicz, S., & Vogel, L. (2010). Latino English language learners: Bridging achievement and cultural gap between schools and families. Journal of Latinos and Education, 9(4), 321-339. doi: 10.1080/15348431.2010.491048 Michael-Luna, S. (2013). What linguistically diverse parents know and how it can help early childhood educators: A case study of a dual language preschool community. Early Childhood Education Journal, 41, 447-455. doi: 10.1007/s10643-013-0574-9 Quezada, R. L. (2014). Family, school, and community partnerships: Working with Culturally diverse families. Multicultural Education.

References Roekel, D. V. (2008). English language learners face unique challenges (National Education Association Policy Brief No. PB05). Retrieved from http://www.achievementgaps.org/assets/docs/HE/ELL_Policy_Brief_Fall_08_ (02).pdf  Shin, S. J. (2010). Teaching English language learners: Recommendations for early childhood educators. Dimensions of Early Childhood, 38(2), 13-19.

References Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317-334. United States Department of Education, Institute of education sciences, National Center for Education Statistics (2014). English Language Learners. Retrieved from http:nces.ed.gov/programs/coe/indicator_cgf.asp Xu, Y., & Drame, E. (2008). Culturally Appropriate Context: Unlocking the potential of response to intervention for English language learners. Early Childhood Education Journal, 35, 305-311. doi:10.1007/s10643-007-0213-4 Zimmerman, K. (2014). A literature review of the challenges and best practices for English language learners. National Forum of Multicultural Issues Journal, 11(1), 1-6.