The fifth key topic of the Dear Colleague Letter focuses on avoiding unnecessary segregation of MLs. According to the Dear Colleague Letter, “EL programs may not unjustifiably segregate students on the basis of national origin or EL status” (U.S. Departments of Justice and Education, 2015, p. 22).
Guiding Questions
- What does inclusion mean for MLs?
- What kinds of targeted support or instruction are appropriate for MLs?
- What action steps should be taken to avoid unnecessary segregation?
Inclusion: What Does It Mean for MLs?
It is always important to explore this question across all that occurs with MLs. Many of us might not realize its special significance. This is especially true when our emphasis is wholly on the speed by which MLs learn English. It is also true that many MLs continue to feel segregated from their peers before-, during-, and after-school and that MLs may not report the bullying they experience. Exploring this question can provide us with important information to transform our thinking toward being more inclusive, as seen in this case study.
Case Study: Why do we have to leave the room? |
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A group of educators was invited to discuss a question that second-grade students asked their ESL teacher: Why did they have to be separated from their peers during their ESL class? While a simple response might have been “So you can learn English,” it is critical to carefully consider how we can support the equity and inclusion of all students. Discussion QuestionsThe kinds of questions that the group of educators explored included:
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Tools for Educators
These tools can support educators in their work related to avoiding unnecessary segregation of MLs. A printable version of these questions is available in the PDF version of this guide.
Action Steps: Assessing Unnecessary Segregation of MLs |
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The following action steps, drawn from Zacarian (2023,) are intended to help in assessing unnecessary segregation of ML students and strengthen language assistance programming. (A printable version of these questions is available in the PDF version of this guide.)
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Zacarian, D. (2023), Transforming Schools for Multilingual Learners: A Comprehensive Guide for Educators (pp. 192).
Video: How a Community School Helps ELLs Succeed
This video project highlights how community schools can help supporing all students, including English Language Learners (ELLs). Visit Wolfe Street Academy in Baltimore, MD, a school with more than 76% ELLs, to see how this community school is supporting its students and families through programs and services that include dental screenings, food giveaways, after-school activities, and much, much more.
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