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
Strategies for educators to move from “barriers to family involvement”
to “leveraging strengths through family engagement”
A few years ago Family Engagement Lab facilitated a gathering of parents to discuss parent-teacher partnerships at their elementary school. During the discussion, the group moderator pulled us aside to let us know that a parent was there because her child had been retained a grade and she did not know why. A few weeks later at a similar gathering, we were pulled aside by the moderator again, this time to tell us about a parent whose child was receiving decent grades throughout the year but scored poorly on the state test and now needed summer remediation.
In both cases, the teachers and parents did not share a common language. Language differences often come in between the two most important figures in a child’s life—parents and teachers, and limit their ability to communicate early to identify problem areas and partner together to support struggling learners.
The consequences are severe. English Learners (also referred to as English language Learners, ELs, or ELLs) make up 9.5% of public school students, and 16% of kindergarteners nationally, yet proportionately far fewer achieve academic proficiency compared to their English-speaking peers. For example, national data reveal that fewer ELs achieve proficiency compared to non-ELs in mathematics (14% versus 43%) and Reading (9% versus 40%). Lost learning during the COVID-19 pandemic is expected to reduce academic progress even further. The long-lasting negative impacts are well-documented and range from lower high school completion rates to lower earning potential and underemployment.