Innovative Strategies for Teaching English Language Learners
January 23, 2012 by Rebeca Logan
Filed under Featured News, NEA Priority Schools Campaign, Teachers Making a Difference, Top Stories, Uncategorized
By Rebeca Logan
When Maricela Rincón first started school she was sent to the back of the room because she didn’t speak English. Even though she was born in Chicago, Maricela felt isolated and rejected because she spoke only Spanish.
“At that time language wasn’t valued… And so I was usually placed in the back of the room, given crayons. It felt like it wasn’t right. I felt like essentially I was punished.”
Ricardo Rincón had a similar experience. He immigrated as a child from Mexico, and despite the fact that he loved learning math, he felt like he didn’t belong in school.
“I was in a new classroom setting, new teachers, new language, new peers, everything was new, therefore I felt like I wasn’t in the right place.”
Jonalene Ly, a 1st grade teacher at Kit Carson Elementary School in Las Vegas, came from Vietnam when she was three years old. Her mom was unable to help her with her homework because she didn’t know English.
“My mom didn’t have much education, so she didn’t know how to teach me at home or support me at home, unless it’s math. And so basically I was on my own.”
Eventually, they each found dedicated teachers who took the time to encourage and inspire them. Today, they are all educators who are sensitive and aware of the needs of students like them.
Video: English Language Learners: Culture, Equity and Language
Maricela and Ricardo, full time teachers in Las Cruces, New Mexico, have gone the extra step of becoming volunteer trainers for educators across the nation. As part of NEA’s English Language Learner Culture, Equity and Language Professional Development program, they share skills, academic strategies and research based ideas.
There are more than 5.3 million English Language Learners in U.S. public schools. Close to 85 percent were born in the United States and they represent more than 150 different languages. Many of them are concentrated in low-income school districts.
Achievement gaps between ELL and non-ELL students are deeply rooted, complex, and challenging. With a commitment to student success, NEA’s Priority Schools Campaign strives to empower educators to raise student achievement at struggling schools. This is done in partnership with school districts, administrators, families and communities, through research-driven strategies, including improvement of staff capacity and effectiveness.
Read the full story at NEA Priority Schools
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