I’m writing with an urgent and important message to Family Engagement Lab’s partners regarding the rise in hate crimes targeting Asian-Americans. The murders of eight people in Atlanta, including six Asian women, punctuates the sharp increase in violent attacks across the country. Asian-Americans across the country are living with a daily fear for our loved ones and for ourselves.
Asian-American families are OUR families, Asian-American children are OUR students, and Asian-American educators are OUR teachers. One out of 10 FASTalk students identify as Asian, and Chinese is the third most commonly spoken language by our parents, after English and Spanish. Anti-Asian racism is affecting all of us profoundly.
Many of you have spoken with me about wanting to build stronger and supportive relationships with Asian-American families in your communities. I’m grateful for that because complicity is not an option. A recent youth-led study revealed a quarter of Asian-American young adults have been the targets of racism in the past year. In nearly half of cases an adult was present, but only seldom intervened.
Whether there are five Asian-American families in your community or 50,000, there is no more important time than the present to act when the safety and sense of belonging of anyone in our communities is threatened.
As we approach Asian-American Pacific Islander Heritage Month in May, it is an opportune time to take action in support of our Asian-American community members. Below is a list of resources for your schools and educators to build strength in your school communities to foster safety and belonging for Asian-American students, families, and colleagues during these challenging times.
Please join us in building safe, supportive, and inclusive communities for Asian-Americans.
Co-founder and CEO
The Research on Supporting EL Students
While ELs are the most rapidly growing student subgroup, representing nearly 10% of public school students and speaking more than 400 different languages and dialects, over 30 states do not require EL training for general classroom teachers beyond what is required federally. Indeed, the research on teacher preparedness and self-efficacy for teaching ELs paints a bleak picture. Despite a strong likelihood of having an EL student in their classroom, teachers are often without the necessary training and support to meet the needs of a heterogeneous EL student population with unique educational needs related to developing both English language skills and building subject area knowledge. Accordingly, national data reveal many ELs have unmet academic potential, as evidenced by academic assessment results comparing the achievement of ELs to their non-EL peers.
How Teachers and Families Can Partner to Support EL Students’ Success