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This blog was initially published (HERE) on the WriteReader website on 12/1/25 I had the incredible honor of serving as both a keynote speaker and breakout session presenter at the annual CarolinaTESOL Conference in Charlotte, North Carolina.  I’ve had the privilege of presenting professional development sessions to educators all over the country, but this experience was—without question—the most unforgettable one of my career. Why? Because this time, my former and current high school multilingual students presented with me. A Classroom Resource That Became a Bridge to ConfidenceAs a multilingual language teacher who has taught at both the elementary and secondary levels, I’ve incorporated WriteReader into my lessons for years. This platform has helped me encourage reading, writing, and storytelling by inviting students to:
 Empowering Student Voices Through StoryOur breakout session, Empowering Student Voices Through Story, centered on one core belief: Stories are where healing begins. We wanted educators not just to hear about this truth—but to experience it. Our session was interactive, reflective, and deeply personal as we explored how storytelling builds confidence, belonging, and hope. We shared how writing can help students transform their wounds into words—and their words into strength. Books That Opened the Door to Our StoriesWe began by sharing the books that shaped our classroom community and nurtured a sense of belonging. A few of these included:
Representation Matters—More Than We RealizeWe also talked about the reality that the percentage of children’s books representing diverse multilingual backgrounds remains very small. This lack of representation sends a harmful message to students that who they are—and what they’ve experienced—is not worth writing about or sharing. WriteReader helped change that message. Seeing their writing transform into published books that could be shared with teachers, peers, families, and even the broader community elevated their confidence and strengthened their sense of belonging. Activities That Led to Powerful Published StoriesWe walked attendees through several classroom activities that supported reading, writing, and identity exploration. Each activity eventually became a published WriteReader book: Book Activity WriteReader Book
We also brought printed books to share with educators. Many told us that holding these student-created books—books reflecting identity, resilience, and individuality—was the most inspiring part of their day. The Impact Was ClearThere is no doubt that educators left our session with practical strategies to cultivate safe, story-centered spaces where every voice matters. Throughout the session, educators asked thoughtful questions, and my students responded with confidence—sharing openly about their experiences learning, writing, and finding their voices in our ESL classroom. Watching my students speak their truth and empower others reminded me why I do this work.  When we honor student stories, we honor student humanity.
And when we give students tools to publish, share, and celebrate their voices, we show them that their stories not only matter—they deserve to be heard.
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You are warmly invited to join us on Thursday, October 9, at 7:00 p.m. EDT on Zoom for Celebrating Milly’s Journey / El trayecto de Milly, a free, virtual event honoring the debut bilingual children’s book series by Emily Francis, beloved ESL teacher, author, and speaker! Emily, a Guatemalan immigrant and award-winning educator, shares her own journey in the Milly’s Journey / El trayecto de Milly series. Written in English and Spanish, her debut children’s books honor her roots in Guatemala while inspiring the next generation of multilingual learners! The evening will feature:
 COVER REVEAL I've been working on something exciting...actually, a dream -- my journey in picture books! Milly’s Journey — (4 BILINGUAL book series) Serie description: From a small village in Guatemala to a snowy street in America, this is the powerful true story of one girl’s journey to reunite with her mother—and the dreams and hopes she carried along the way. Milly grows up helping her family, selling oranges, and dreaming of becoming a teacher. When Mama leaves for America, Milly holds onto her letters like treasures. Years later, when the time comes to cross borders and brave the unknown, Milly packs more than clothes—she carries memories, hope, and love in every step. Told with poetry, heart, and courage, Milly’s Journey is a series of stories of resilience, family, and the strength it takes to follow your dreams—even when the road is long. Milly’s Journey: Where the Dreams Take Root / El Trayecto de Milly: Donde los Sueños Echan Raíces  From making tortillas to classrooms, from orange baskets to big dreams—this is the true story of a little girl with a very big heart. Milly grew up in Guatemala helping her family, walking long miles to school, and dreaming of becoming a teacher. With courage in her feet and hope in her heart, she discovers the power of learning, hard work, and never giving up. Where the Dreams Take Root is a moving picture book about resilience, family, and the roots and dreams that carry us forward. Milly’s Journey: The Letters in my Backpack / El Trayecto de Milly: Las Cartas en mi Mochila  When Mama leaves for America, Milly holds on to her letters — and to hope. Every envelope carries a piece of Mama’s love. And when the time comes to cross borders and skies to reunite with her, Milly packs more than clothes—she carries memories, courage, and dreams stitched into every word. Inspired by a true journey, The Letters in My Backpack is a tender and powerful story about family separation, bravery, and the love that connects us across any distance. In Progress.....Stay tuned! I cannot wait to share more information soon. I have several families reading book 1 and book 2 -- BETA readers will provide valuable feedback to edit the book.
The expected day of release for Book 1 is July 1st so mark your calendar!!  IT'S HERE!!WOO HOO! It's here. It is finally here - 
Spring Virtual Book Club
I am so honored to see THE Latinx Education Collaborative, based in Kansas City, Missouri, facilitate this book study with MY BOOK!
I've been fortunate to attend several professional developments and learning opportunities offered by the LEC, and now I'm thrilled to see my book included in their programs. Here's a virtual chat we had on February 20th that gives you a sneak peek at the writing process and what led to sharing these stories. Register!
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Breathing in
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Breathing out
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The Process - Part II
~ "Reading is like breathing in; Writing in like Breathing out" ~ These were the words that helped me understand that the language lessons I provide to my students go hand-in-hand with the language I require them to produce. I understand that my job as an educator is to make my students fall in love with language, words, stories, and imagination. I must maintain classroom walls dripping with language produced by them as a resource as they develop their language domains. I encourage you to read Ms. Allyn's article HERE.
So, with this in mind, here's the next part of the process that led to my newcomers producing the amazing writing I mentioned in Part I.
So, with this in mind, here's the next part of the process that led to my newcomers producing the amazing writing I mentioned in Part I.
First, I want to state that this was an improvised lesson and planned overnight.
I was in my English II inclusion class when I looked over our Vietnamese newcomer's shoulder who was looking up on Google "What is a summary?" to complete his assignment.
I realized that even if he translated the word "summarize" into his home language, he still didn't know the skill. I did not doubt that I had to cover this skill in my newcomers' class.
I started the day with our newcomers by having students write their "I can statement" which stated that we were writing a summary.
I didn't want to intimidate or discourage students from having to write. I wanted them to feel successful from the beginning. I explained that a summary is just "telling the story in your own words". No grammar complications. Some might say that I need to offer more structure or a more grammatical approach. However, I advise NOT to complicate the process for beginner students. They are in the entering stages of producing language, so we don't want to make them feel that there are too many hurdles to jump through to share our thoughts on writing. In the next lesson, you'll see how editing processes allow room for grammar and more to better their writing.
I read the story out loud again, but this time it was the entire story. I had students follow along with me on the screen or in their paper magazines. Once in a while, I'd stop and they would have to say the word I left out. Again, as I'm reading, there's interaction with simple Q&A, hand gestures, body language, sounds, laughter, and excitement.
Next, I posted a blank piece of chart paper and told them that to be able to summarize the story, we needed to pull the most important words from the story since we were NOT using the article to summarize it. The list of words we were pulling from the article was about to become the foundation of the events of the story we want to tell in our own words.
To keep them engaged and accountable, I had them also write the words on a black piece of paper so they would have them with them.
I told them that I was going to read again and STOP at the end of a paragraph to make a list of ONLY the most important words needed to retell important events. I'd circle the paragraph and say, "Tell me what is an important word that can help us make a sentence." - Students would blur out words (some good - some not so good) but I'd validate the words that would go with the events that were essential/important in the story. As a teacher, you must know that there are parts in the text that are not essential to the story. If you take that part out of the story and it doesn't affect/change the meaning/plot of the story, then it's not important. Otherwise, you'd end up with way too many words for students to follow.
As students were telling me words, I'd write them on the chart paper until I ran out of room and we got to the end of the story. I tried using a different color marker for each paragraph so they'd remember that it was a different event or paragraph in the story.
I pointed to each word and I read them out loud. Then, I had them read them with me.
I was in my English II inclusion class when I looked over our Vietnamese newcomer's shoulder who was looking up on Google "What is a summary?" to complete his assignment.
I realized that even if he translated the word "summarize" into his home language, he still didn't know the skill. I did not doubt that I had to cover this skill in my newcomers' class.
I started the day with our newcomers by having students write their "I can statement" which stated that we were writing a summary.
I didn't want to intimidate or discourage students from having to write. I wanted them to feel successful from the beginning. I explained that a summary is just "telling the story in your own words". No grammar complications. Some might say that I need to offer more structure or a more grammatical approach. However, I advise NOT to complicate the process for beginner students. They are in the entering stages of producing language, so we don't want to make them feel that there are too many hurdles to jump through to share our thoughts on writing. In the next lesson, you'll see how editing processes allow room for grammar and more to better their writing.
I read the story out loud again, but this time it was the entire story. I had students follow along with me on the screen or in their paper magazines. Once in a while, I'd stop and they would have to say the word I left out. Again, as I'm reading, there's interaction with simple Q&A, hand gestures, body language, sounds, laughter, and excitement.
Next, I posted a blank piece of chart paper and told them that to be able to summarize the story, we needed to pull the most important words from the story since we were NOT using the article to summarize it. The list of words we were pulling from the article was about to become the foundation of the events of the story we want to tell in our own words.
To keep them engaged and accountable, I had them also write the words on a black piece of paper so they would have them with them.
I told them that I was going to read again and STOP at the end of a paragraph to make a list of ONLY the most important words needed to retell important events. I'd circle the paragraph and say, "Tell me what is an important word that can help us make a sentence." - Students would blur out words (some good - some not so good) but I'd validate the words that would go with the events that were essential/important in the story. As a teacher, you must know that there are parts in the text that are not essential to the story. If you take that part out of the story and it doesn't affect/change the meaning/plot of the story, then it's not important. Otherwise, you'd end up with way too many words for students to follow.
As students were telling me words, I'd write them on the chart paper until I ran out of room and we got to the end of the story. I tried using a different color marker for each paragraph so they'd remember that it was a different event or paragraph in the story.
I pointed to each word and I read them out loud. Then, I had them read them with me.
This is POST #1 of three different posts
Read post #2 (Act of Writing) AND #3 (Editing Writing Process with Newcomer)
Read post #2 (Act of Writing) AND #3 (Editing Writing Process with Newcomer)
A few days ago I shared on social media some amazing writing my newcomers produced after a lesson. My students received many compliments. I was asked about my "magic" to have newcomers writing so much.
There is no magic.
But, there sure is a LOT of...
There is no magic.
But, there sure is a LOT of...
- activities to create a comfortable environment
- comprehensible input
- compelling text
- interactions with text
- discussions
- intentional support
- scaffoldings
- small groups
- repetition
- peer feedback
- teacher feedback
- love
I want to share my planning and lessons process to get newcomers to write...and write a lot!
I'll make this post as simple as possible because YOU need to take this and make it your OWN. Add your details, ideas, and character to it so it works for the students YOU teach.
This lesson is almost towards the end of our first semester. I've served this group of newcomers for several weeks (15 weeks).
Be sure to check the previous lessons that contributed to becoming amazing writers. I'll be posting several lessons a little bit at a time.
I'll make this post as simple as possible because YOU need to take this and make it your OWN. Add your details, ideas, and character to it so it works for the students YOU teach.
This lesson is almost towards the end of our first semester. I've served this group of newcomers for several weeks (15 weeks).
Be sure to check the previous lessons that contributed to becoming amazing writers. I'll be posting several lessons a little bit at a time.
The Process - PART I
I introduced the cause-and-effect topic to my students by co-creating an anchor chart. I say co-created because we created it all together. It was not super fancy, but it was multilingual!!!
I wrote the following sentence on the chart and had them read it with me.
"Something happens BECAUSE something makes it happen."
I had students translate the sentence and had volunteers write the translated sentence below the English version. We had the sentence written in 4 different languages. I explained that the CAUSE is the why (reason) and that EFFECT is the what (result).
To practice understanding this concept before applying it to text, I had this Jamboard presentation with four sentences to identify the cause (why) and the effect (what). These were simple sentences wit images that helped with comprehension. I gave students sticky notes to place on the anchor chart which part of the sentence is the cause and which is the effect. We did a couple together to model after I read each sentence aloud, chorally reading, and students read alone. I went around and checked their answers before they placed them on the chart. As I went around, I had students read the sentence to me. I was able to assess who was understanding the concept and who needed more support.
I wrote the following sentence on the chart and had them read it with me.
"Something happens BECAUSE something makes it happen."
I had students translate the sentence and had volunteers write the translated sentence below the English version. We had the sentence written in 4 different languages. I explained that the CAUSE is the why (reason) and that EFFECT is the what (result).
To practice understanding this concept before applying it to text, I had this Jamboard presentation with four sentences to identify the cause (why) and the effect (what). These were simple sentences wit images that helped with comprehension. I gave students sticky notes to place on the anchor chart which part of the sentence is the cause and which is the effect. We did a couple together to model after I read each sentence aloud, chorally reading, and students read alone. I went around and checked their answers before they placed them on the chart. As I went around, I had students read the sentence to me. I was able to assess who was understanding the concept and who needed more support.
My book, If You Only Knew: Letters from an Immigrant Teacher was published a year ago!!!
My book was published in September 2022 and in a year, close to 5,000 copies have been sold throughout the US and Canada. Thank you all for your support and for reading & sharing our stories.
Just a couple of months ago, Sonia Rao, shared this wonderful article about my book. I'd love for you to read it and share it with those who may be wanting to buy a book that can inspire and affirm our immigrant students in the US.
Read the article HERE - This Cabarrus ESL Teacher Wrote a Book About her Experiences as an Immigrant
To get several copies of my book, please, go to the Seidlitz Education Website
The book is also available on Amazon.
Thank you for reading!
Just a couple of months ago, Sonia Rao, shared this wonderful article about my book. I'd love for you to read it and share it with those who may be wanting to buy a book that can inspire and affirm our immigrant students in the US.
Read the article HERE - This Cabarrus ESL Teacher Wrote a Book About her Experiences as an Immigrant
To get several copies of my book, please, go to the Seidlitz Education Website
The book is also available on Amazon.
Thank you for reading!
We are going strong! #PLC4Newcomers
Our PLC for teachers of newcomer students for this school year is going strong. From January to May, we've had a wonderful time meeting on a monthly basis and learning from fantastic guest speakers who willingly joined us to share their expertise with us. Below you'll find links to our meetings as we wrap up our 2022-2023 school year. Be sure to share this YouTube playlist with all your teacher friends. All sessions are available HERE. If you decide to join our monthly meetings, complete this form: bit.ly/PLC4Newcomers2022
Stay tuned for our summer meetings!!
Our PLC for teachers of newcomer students for this school year is going strong. From January to May, we've had a wonderful time meeting on a monthly basis and learning from fantastic guest speakers who willingly joined us to share their expertise with us. Below you'll find links to our meetings as we wrap up our 2022-2023 school year. Be sure to share this YouTube playlist with all your teacher friends. All sessions are available HERE. If you decide to join our monthly meetings, complete this form: bit.ly/PLC4Newcomers2022
Stay tuned for our summer meetings!!
| In January 2023 we had Tamara J. Coburn and Maria Jose Uribe joined us and share All the Things ACCESS testing. ACCESS testing is a very stressful time of the year for all ELD educators and these tips are fantastic. Watch the recorded meeting HERE! |  |
 | In February we had the amazing Jon Nordmeyer sharing with us about COLLABORATION as Transformation. As many districts move to a more inclusive model where students spend more time in mainstream classrooms, this presentation can provide you with great collaboration tips! Watch it HERE. |
| In March, we had Ranesia Edwards share great tips on supporting and encouraging our student to write more!! Watch recording HERE. |  |
 | So, during our March meeting, our guest speaker couldn't make it so we improvised!! Since it was so close to the end of the school year, we discussed all about End-of-School activities. A ton of great activities were shared so you don't want to miss this. We have activities that you could probably do all throughout the school year! Watch it HERE |
| Our LATE May meeting, and our last for the school year, is all about Honoring the Language of Newcomer Students. We are so excited to host, Esmeralda Cartagena and learn from her. Watch sessions HERE. |  |
Follow the research!
The first time I heard/read about Virginia P. Collier’s research on second language acquisition was during my first English as a Second Language course in college.
I was blown away by the research that language, culture, and academic development MUST be supported SIMULTANEOUSLY not in isolation.
Read “Promoting Academic Success for ESL Students” book to learn more about this research and more.
As soon as I began working as an ESL teacher, I began practicing this research & sharing it with my colleagues.
I came to realize that to practice this research, collaboration with mainstream educators was IMPERATIVE.
My first co-teaching experience was intimidating but wonderful. We even ended up looping from 4th grade to 5th grade with our students — The best co-teaching years I've ever had at the elementary level with Ms. Culbreth.
Today, during a webinar (which I highly recommend) I was reminded of this important research— just look at the data in the image below. And though this well-known research across the US is on dual language education, I can't help but be drawn to the ESL pull-out services and its results.
Pulling students out of their mainstream classroom, beyond second-grade, to provide ESL services is detrimental & IT DOESN’T WORK.
I worked with elementary school children and from Kindergarten grades to 2nd grade, students didn't complain about coming to my ESL classroom. However, students in 3rd grade through 5th grade, would prefer staying in the classroom and working in small groups with me. They felt part of the classroom community. They knew they belonged and were different than their peers.
As my co-teachers and I planned our small group instructions, we intentionally grouped our ESL students mixed in with all students. Our book clubs and group services were so much fun.
So, here're some of the strategies that have worked as I worked with ESL students in mainstream classrooms:
I was blown away by the research that language, culture, and academic development MUST be supported SIMULTANEOUSLY not in isolation.
Read “Promoting Academic Success for ESL Students” book to learn more about this research and more.
As soon as I began working as an ESL teacher, I began practicing this research & sharing it with my colleagues.
I came to realize that to practice this research, collaboration with mainstream educators was IMPERATIVE.
My first co-teaching experience was intimidating but wonderful. We even ended up looping from 4th grade to 5th grade with our students — The best co-teaching years I've ever had at the elementary level with Ms. Culbreth.
Today, during a webinar (which I highly recommend) I was reminded of this important research— just look at the data in the image below. And though this well-known research across the US is on dual language education, I can't help but be drawn to the ESL pull-out services and its results.
Pulling students out of their mainstream classroom, beyond second-grade, to provide ESL services is detrimental & IT DOESN’T WORK.
I worked with elementary school children and from Kindergarten grades to 2nd grade, students didn't complain about coming to my ESL classroom. However, students in 3rd grade through 5th grade, would prefer staying in the classroom and working in small groups with me. They felt part of the classroom community. They knew they belonged and were different than their peers.
As my co-teachers and I planned our small group instructions, we intentionally grouped our ESL students mixed in with all students. Our book clubs and group services were so much fun.
So, here're some of the strategies that have worked as I worked with ESL students in mainstream classrooms:
- Encouraging our students to access content through home language use - This strategy is so powerful and it works. Find out the home literacy level to make sure that the student CAN do the work in his/her language.
- Collaborating with content teachers works! You cannot possibly be in every single one of your student's classrooms...therefore, collaborating with the content teacher is a way to support your students. You can attend PLC meetings (when possible). Before and after school quick chats are great to catch up with teachers about your students. Keep your website updated with helpful tips and resources. If you feel brave enough, blog and share the links with teachers. You could also send bi-weekly newsletters or post flyers with helpful tips.
- Inclusion is better than EXCLUSION -- and let me just clarify here that we can very well have an excluded feeling in an inclusion classroom. Our students want to feel part of the classroom community. They NEED to feel a sense of belonging and not feel excluded from assignments or activities. If we go into a classroom to provide ESL services to multilingual students, please be aware of how you group the students assigned to you. They are capable to perform at the same level as monolingual English speakers with the appropriate support.
- Trying to teach a second language in isolation doesn’t work - There is SO MUCH research that proves that second language acquisition occurs when we LEARN something NEW in the targeted language. If you have a stand-alone ESL class, be sure to be using grade-level standards and content to help your students develop the targeted language. You don't want students who are coming to you for ESL classes to feel like they are not worthy of high-quality teaching and learning. You want to be using research-proven practices and high-interest lessons. Check out my "ESL Lessons" category for several lessons I've blogged about.
Click image for more about the research
This is just my 11th year teaching ESL so I am still learning and practicing. I'd LOVE to hear from you! What are your thoughts? Are you familiar with this research? How are you practicing this research? What services do you find more effective and why?
Please, share your answers in the comments below and I'll be happy to reply to you.
Thank you so much for reading!
Please, share your answers in the comments below and I'll be happy to reply to you.
Thank you so much for reading!
"One Word isn't about WHAT but WHO. Who do you want to become, not what you want to accomplish?" ~ Dan Britton
I LOVE this time of year - time of reflection and planning. Time to analyze what went well and what can get better. I'm not tough on myself. I know life is life and things happen. Sometimes things go as planned, some other times they just go the opposite of what we planned.
Anyway, while reflecting on 2022 and my #OneWord, I can see how this word really came alive. Many things unfolded in my life. I became an author, I started serving students mainly in an inclusion model, my husband and I celebrated our 20th wedding anniversary...and so much more that is UNFOLDING!
I had a busy year. I know I did. But it really hit me when I read my daughter's Christmas card message. "I know you have been busy this year so I hope you like what I got you."
This message coming from my 8 year-old really got to me. It made me stop and think how many times have I told her "I'm busy" and put other things before her. Or how busy had I've beed that she didn't reach out to me because she knew I was "busy".
Anyway, as I was thinking about my #OneWord2023, I wanted a word that would help me with the "being busy" reflection.
I don't think I am stopping what I'm woking on since my book just released. What I can do is BE. Unapologetically BE who I want to BE and also BE present.
Anyway, while reflecting on 2022 and my #OneWord, I can see how this word really came alive. Many things unfolded in my life. I became an author, I started serving students mainly in an inclusion model, my husband and I celebrated our 20th wedding anniversary...and so much more that is UNFOLDING!
I had a busy year. I know I did. But it really hit me when I read my daughter's Christmas card message. "I know you have been busy this year so I hope you like what I got you."
This message coming from my 8 year-old really got to me. It made me stop and think how many times have I told her "I'm busy" and put other things before her. Or how busy had I've beed that she didn't reach out to me because she knew I was "busy".
Anyway, as I was thinking about my #OneWord2023, I wanted a word that would help me with the "being busy" reflection.
I don't think I am stopping what I'm woking on since my book just released. What I can do is BE. Unapologetically BE who I want to BE and also BE present.
- 2017 Inspire
- 2018 Purpose
- 2019 Actions
- 2020 Pursue
- 2021 Tenacity
- 2022 Unfolding
- 2023 - BE
Thank you for reading!
What a year!! In October 2021, I started meeting virtually with a group of teachers of newcomers who are interested in learning new strategies, and gain lessons ideas to serve and teach their newcomers. I have a list of over 300 teachers who monthly receive an invitation to meet and learn together. Of course, not all teacher attend, but sessions are recorded and I know MANY go back and catch up on the recording.
Our monthly meeting routine is basically the same every time. We have an expert and guest speaker share for 30-40 minutes then we go into grade-level breakout rooms to discuss deeper about the topic.
In our breakout room, we have a shared document where we make notes of any ideas or resources we lean about from each other.
I am so grateful to amazing and superheroes in the field who have agreed to join us and share their expertise with us. We are better because of their teaching and guidance.
A HUGE shoutout to these amazing #PLC4newcomers’ superstars who shared with us from November 2021 to December 2022.
If you are interested in watching our previous meetings, follow this link to my YouTube channel ===> https://bit.ly/PLCplaylist
We are continuing these meetings in 2023. If you'd like to joining our PLC email list, please enter your information HERE and I will make sure you're invited to our next meetings.
Our monthly meeting routine is basically the same every time. We have an expert and guest speaker share for 30-40 minutes then we go into grade-level breakout rooms to discuss deeper about the topic.
In our breakout room, we have a shared document where we make notes of any ideas or resources we lean about from each other.
I am so grateful to amazing and superheroes in the field who have agreed to join us and share their expertise with us. We are better because of their teaching and guidance.
A HUGE shoutout to these amazing #PLC4newcomers’ superstars who shared with us from November 2021 to December 2022.
If you are interested in watching our previous meetings, follow this link to my YouTube channel ===> https://bit.ly/PLCplaylist
We are continuing these meetings in 2023. If you'd like to joining our PLC email list, please enter your information HERE and I will make sure you're invited to our next meetings.
Be sure to check out these amazing presentations and follow our SUPERSTARS!!
November - Supporting Struggling Learners with Patricia Vitale-Reilly -- @pattyvreilly
December - Does This Work with English Learners? Holly Genova -- @GenovaHollyAnn
January - Language Lens with Sarah B. Ottow -- @SarahOttow
March - Re-Imagining Migration with Adam Strom -- @afstrom
March/April -- Ramadan with Abeer Ramadan-Shinnawi - @shinram1
May - Wild About WIDA with Courtney Morgan -- @MrsMorganTeach
June - Celebrating Us with Lee Perez - @LanguagePerez
October 2022 -- Boosting Achievement with Carol Salva -- @DrCarolSalva
November 2022 - Engaging Families with Hannah Levister -- @HannahL_MLP
December 2022 - Sense of Belonging with Valentina Gonzalez -- @ValentinaESL
December - Does This Work with English Learners? Holly Genova -- @GenovaHollyAnn
January - Language Lens with Sarah B. Ottow -- @SarahOttow
March - Re-Imagining Migration with Adam Strom -- @afstrom
March/April -- Ramadan with Abeer Ramadan-Shinnawi - @shinram1
May - Wild About WIDA with Courtney Morgan -- @MrsMorganTeach
June - Celebrating Us with Lee Perez - @LanguagePerez
October 2022 -- Boosting Achievement with Carol Salva -- @DrCarolSalva
November 2022 - Engaging Families with Hannah Levister -- @HannahL_MLP
December 2022 - Sense of Belonging with Valentina Gonzalez -- @ValentinaESL
If you watch any of these fantastic presentations and find it helpful, please share a comment with me. I'd love to know how we're impacting YOU and your students.
Thank you for reading and watching!
Thank you for reading and watching!
This post first appeared on Teacher2Teacher website on November 30th, 2022 HERE
Buddy Systems & Beyond: 4 Ways To Make Classrooms Inclusive for ELL Students
As a longtime ELL teacher and inclusion co-teacher I work alongside content-area teachers to develop more welcoming experiences for our ELL students.
I traveled to the United States as a child with my family from Guatemala. Having lived the experience of learning English as a student, I have an instant understanding of what my ELL students are experiencing. But I know that many teachers don’t share that background. It can be a new way of thinking for teachers: What does a student who is learning English need in order to be successful in a general education setting? What does a student need to feel truly included in our learning communities?
Every teacher I know wants their classroom to feel comfortable and supportive for students. Here are 4 ways my teacher colleagues and I build those communities.
I traveled to the United States as a child with my family from Guatemala. Having lived the experience of learning English as a student, I have an instant understanding of what my ELL students are experiencing. But I know that many teachers don’t share that background. It can be a new way of thinking for teachers: What does a student who is learning English need in order to be successful in a general education setting? What does a student need to feel truly included in our learning communities?
Every teacher I know wants their classroom to feel comfortable and supportive for students. Here are 4 ways my teacher colleagues and I build those communities.
4 Ways To Include ELL Students in Your Learning Community
1. Create student learning profiles to communicate strengths and needs across teacher teams.
Last year, our team of ELL teachers collaborated with general education teachers to create student profiles that would be passed on to the next year’s teaching team. Our thinking was that after spending a full school year learning about the strengths and needs of our students, we’d gathered valuable information that could benefit those students moving forward.
We pulled some of the information stored in our school systems about each student, we added a photo and then described our students’ academic strengths and needs along with accommodations that each student found supportive. We shared what we knew about the students’ English speaking and listening skills, and which tools, like Google Translate, they used to help them.
We pulled some of the information stored in our school systems about each student, we added a photo and then described our students’ academic strengths and needs along with accommodations that each student found supportive. We shared what we knew about the students’ English speaking and listening skills, and which tools, like Google Translate, they used to help them.
At the beginning of the school year, we shared links to the profiles so teachers could glance at the photos and pick up some information even as they were still learning students’ names. Teachers would say, “Oh, I didn’t know Ani uses Google translate.”
The student data stored in our school system is full of numbers and information that can be a lot for a teacher to absorb about every new student. These profiles distilled the essential information, going beyond official records to highlight approaches recommended by one teacher to another. It cut down the ramp-up time at the beginning of the year, so students and teachers could hit the ground running.
The student data stored in our school system is full of numbers and information that can be a lot for a teacher to absorb about every new student. These profiles distilled the essential information, going beyond official records to highlight approaches recommended by one teacher to another. It cut down the ramp-up time at the beginning of the year, so students and teachers could hit the ground running.
2. Build trust and develop “buddy systems.”
In language-inclusion classrooms, our ELL students have the chance to learn alongside their peers and practice their English skills. One of the accommodations that can be required for immigrant students is to have a classroom buddy, and this works best when a sense of shared responsibility for one another’s learning is built in the classroom. Buddy systems can be so valuable, because we want our ELLs to work using the English language, but if they don’t have trust with the person you pair them with, then there’s going to be no communication at all. Teachers should develop a list of students who can share the responsibility students share as learners.
To identify potential buddies, teachers can create a Google form where students can express the level of support they are willing to share with peers. Maybe one would like to show the student around the building, maybe another student would like to go over class procedures, or another student could go over classwork and homework requirements. Students will feel more comfortable when all this important information comes from peers who are learning just like they are. As teachers, our job isn’t just to help our ELL students, but to build a community in which students support each other.
To identify potential buddies, teachers can create a Google form where students can express the level of support they are willing to share with peers. Maybe one would like to show the student around the building, maybe another student would like to go over class procedures, or another student could go over classwork and homework requirements. Students will feel more comfortable when all this important information comes from peers who are learning just like they are. As teachers, our job isn’t just to help our ELL students, but to build a community in which students support each other.
3. Try to shift perspective to understand students’ behavior.
The majority of the teachers who were born here have totally different lived experiences than our students, and that can lead to misunderstandings. So much of being an effective teacher for ELL students comes down to the empathy to imagine what it’s like to walk in a student’s shoes.
For example, a content teacher recently said that two of the ELL students in her class were “copying” each other’s work. I talked with her about how, from her perspective, “copying” an assignment is wrong, but I encouraged her to look at it from the students’ perspective. I said, “They don’t know English, and they’re trying to participate and meet your expectations. So, helping each other is actually collaboration, because they want to do the work and be active members of the classroom community.” The teacher immediately understood, and she began to reinterpret the moment from the students’ point of view. It was a moment of growth.
As teachers, we may not always have the opportunity to learn about every student’s full experience. But we can take the time to learn about immigrant experiences through reading books and having conversations. We can try to imagine: What would I do if I were sitting in a classroom where I didn’t understand the language, but I wanted to engage? That type of thinking can inspire small changes that support our students.
For example, a content teacher recently said that two of the ELL students in her class were “copying” each other’s work. I talked with her about how, from her perspective, “copying” an assignment is wrong, but I encouraged her to look at it from the students’ perspective. I said, “They don’t know English, and they’re trying to participate and meet your expectations. So, helping each other is actually collaboration, because they want to do the work and be active members of the classroom community.” The teacher immediately understood, and she began to reinterpret the moment from the students’ point of view. It was a moment of growth.
As teachers, we may not always have the opportunity to learn about every student’s full experience. But we can take the time to learn about immigrant experiences through reading books and having conversations. We can try to imagine: What would I do if I were sitting in a classroom where I didn’t understand the language, but I wanted to engage? That type of thinking can inspire small changes that support our students.
4. Tap into your resources for your own growth, and be willing to be vulnerable.
Now that I’ve moved into a full-time co-teaching role, I’m so impressed when teachers come to me with questions like, “Can you help me? I don’t have experience with ELL students. I don’t know how to approach this.” That’s being honest. I’m so grateful when teachers are willing to be vulnerable. Many schools and districts have resources available for teachers who want to grow in their ELL skill set, from ELL coaches and co-teachers like me to robust information-sharing systems.
Many states and districts are also forming Teacher Networks where teachers of Multilingual learners or experts in language acquisition are gathering information and sharing resource hubs such as shared documents, websites with tools, book studies, and Twitter chats for learning. Some districts use the ELLevation platform. Not only does it house our ELL data, but it also provides a strategic component, where teachers can acquire activities to make content accessible and have more ELLs engaged in content and language learning.
It can be hard to admit that something is beyond our expertise, but it’s so powerful. Coaches like me can do a lot more to support a teacher who is asking for help from that space of vulnerability. And I can return vulnerability in exchange, knowing that I may not know about math content, but I can offer strategies for sharing that content with our students. And isn’t that vulnerability what we ask of our students every day?
Many states and districts are also forming Teacher Networks where teachers of Multilingual learners or experts in language acquisition are gathering information and sharing resource hubs such as shared documents, websites with tools, book studies, and Twitter chats for learning. Some districts use the ELLevation platform. Not only does it house our ELL data, but it also provides a strategic component, where teachers can acquire activities to make content accessible and have more ELLs engaged in content and language learning.
It can be hard to admit that something is beyond our expertise, but it’s so powerful. Coaches like me can do a lot more to support a teacher who is asking for help from that space of vulnerability. And I can return vulnerability in exchange, knowing that I may not know about math content, but I can offer strategies for sharing that content with our students. And isn’t that vulnerability what we ask of our students every day?
Thank you for reading!
Author Guest Post: “Their Story, Our Legacy” by Emily Francis, Author of If You Only Knew: Letters from an Immigrant Teacher
This post was first featured on Unleashing Readers website on September 25th, 2022 - HERE
During the first days back this year, our school received a special guest speaker, former educator and coach, who left a remarkable legacy. Coach Smith was fired up, sharing the wonderful stories that highlighted the amazing history of our school which he collected from 1893 to the day he retired.
I began to think about how his passionate stories impacted every staff member listening. The power of a story hit me to my core, and I began wondering about our students’ stories: What stories are students telling about our school? About us as teachers? Just like Coach Smith can share his powerful and impactful stories about a building, so our students are out and about telling stories about us.
Of course, I connected it to my personal experience as a former student new to the USA. As a fifteen-year-old scared immigrant, I entered high school with so much passion and persistence but left with shattered dreams. My story about my experience as a student in the USA is not a good one. It’s a story of pity and sadness and pain. I can close my eyes and feel exactly how I felt in my high school classes. These were uneasy feelings I don’t want my students to feel.
I cannot remember a teacher who would have incorporated practices to support my culture, identity, and strength. My high school years made me question my own identity. Just the fact that it was never acknowledged made me question my own existence.
Thinking about my personal stories from my former high school and listening to Coach Smith led me to think about my legacy. George Couros said, “Your legacy is not what you do. It’s what your students do because of you.” I dare to add… It’s what your students SAY because of you.
Feeling like we have been robbed of our identity may cause dysfunction in society. I know. I lived it. I now strive every year to make sure equitable practices are in place to better serve our students.
I began to think about how his passionate stories impacted every staff member listening. The power of a story hit me to my core, and I began wondering about our students’ stories: What stories are students telling about our school? About us as teachers? Just like Coach Smith can share his powerful and impactful stories about a building, so our students are out and about telling stories about us.
Of course, I connected it to my personal experience as a former student new to the USA. As a fifteen-year-old scared immigrant, I entered high school with so much passion and persistence but left with shattered dreams. My story about my experience as a student in the USA is not a good one. It’s a story of pity and sadness and pain. I can close my eyes and feel exactly how I felt in my high school classes. These were uneasy feelings I don’t want my students to feel.
I cannot remember a teacher who would have incorporated practices to support my culture, identity, and strength. My high school years made me question my own identity. Just the fact that it was never acknowledged made me question my own existence.
Thinking about my personal stories from my former high school and listening to Coach Smith led me to think about my legacy. George Couros said, “Your legacy is not what you do. It’s what your students do because of you.” I dare to add… It’s what your students SAY because of you.
Feeling like we have been robbed of our identity may cause dysfunction in society. I know. I lived it. I now strive every year to make sure equitable practices are in place to better serve our students.
I had the honor and the privilege to attend and present at the 2022 Immigrants Student Success Virtual Conference.
If you can, check out the many different recorded sessions that can help you provided support to your immigrant students.
The conference covered:
If you can, check out the many different recorded sessions that can help you provided support to your immigrant students.
The conference covered:
- How to foster belonging, identity and self-efficacy in your students
- How to incorporate culturally relevant pedagogies
- How more diverse books can improve student outcomes
- How to strengthen teacher-student relationships
- The impact of immigration on school safety
- Using theater to build student confidence in ESOL classrooms
- New immigration lesson plans from The ILC Public Education Institute
- And much more!
My Session: Identity Affirmation Through Literature, Language and Storytelling
Let me know if you watch my sessions! I'd love to hear your takeaways!
Thank you for reading!
Thank you for reading!
My own copy!
In May, I was thrilled to share with you the amazing cover of my book If You Only Knew: Letters from an Immigrant Teacher, soon to be published by Seidlitz Education Publishing.
During the month of June, advanced readers' copies (ARCs) were sent out to selected readers. I don't have the words to describe the feeling when I opened the package and saw my book for the first time. It was an excitement that words cannot explain. Holding the book in my hand brought tears to my eyes. I can't wait for the world to read it.
Some readers received a hard copy of the ARC, others received an e-book. Some readers I selected just because I've followed their work and knew they would enjoy the book and provide great feedback. Other readers were selected by the publishing company or the our marketing company.
I'd have to say that PR by Books is doing an amazing job helping me promote the book and making sure the world know about this great book. Just look at this great Author's Page and the NetGalley page where you can read some reviews.
During the month of June, advanced readers' copies (ARCs) were sent out to selected readers. I don't have the words to describe the feeling when I opened the package and saw my book for the first time. It was an excitement that words cannot explain. Holding the book in my hand brought tears to my eyes. I can't wait for the world to read it.
Some readers received a hard copy of the ARC, others received an e-book. Some readers I selected just because I've followed their work and knew they would enjoy the book and provide great feedback. Other readers were selected by the publishing company or the our marketing company.
I'd have to say that PR by Books is doing an amazing job helping me promote the book and making sure the world know about this great book. Just look at this great Author's Page and the NetGalley page where you can read some reviews.
Reviews
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I am honored and humbled to read these great reviews. All these authors are highly respected and are authors I personally admire and have learned from. I appreciate them taking time to read and review my book.
Kirkus Reviews
"Compelling, caring, and inspiring."
"Movingly and authentically evokes the power of personal narrative."
Read entire review HERE. |
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NetGalley and Goodreads Reviews
Click image to read reviews
If you are a NetGalley member, you can request an e-book the book and provide your review. If you're on Goodreads, please, add this book to your "to-read" list! Click here to read more.
Opened my mailbox this morning to find this □ by @emilyfranESL. I’m only on ch 3 & had to stop & tell you how touching #IfUOnlyKnew is. Each chapter uncovers new layers of Emily’s experience as an undocumented immigrant & connects them to her current students. Brilliant! pic.twitter.com/G1qRe8vZeI
— □ ναℓєηтιηα gσηzαℓєz (@ValentinaESL) June 26, 2022
It feels my heart with so much joy to see my friends and network tweeps reading my book and providing such heartfelt reviews and comments. I was thrilled to see THE Valentina Gonzalez ,author, speaker, and professional development facilitator, make time to read my book. Thank you to all my friends and family for your support.
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My little sister reading my book
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As always, thank you for reading and staying connected. Be sure co add your name to this book launch form so you are informed when you can order the book!!
Click HERE!
Click HERE!
My Name Is Jorge
I have to be transparent and share that poetry is not one of my favorite genres to read or to choose as a mentor text to teach my students. Of course, once in a while, I come across some amazing poems that shake me to my core - like "My Name is Jorge: on Both Sides of the River" by Jane Medina
I LOVE using this book towards the end of April to celebrate Poetry month but also to begin introducing our last unit of the school year - Moving Stories. I cannot remember how I came across this book, but what I do remember is turning every page and finding myself reflected in every word. I'd say that this is one of the first books I came across in my first year of teaching and it impacted so much in the material and resources I began using to teach my multilingual students.
What fascinates me about Jorge's story is that each poem is a window for the reader to learn about an event and experience in Jorge's life. Each poem is at a kid-friendly level that children can understand and learn from Jorge and his family.
I LOVE using this book towards the end of April to celebrate Poetry month but also to begin introducing our last unit of the school year - Moving Stories. I cannot remember how I came across this book, but what I do remember is turning every page and finding myself reflected in every word. I'd say that this is one of the first books I came across in my first year of teaching and it impacted so much in the material and resources I began using to teach my multilingual students.
What fascinates me about Jorge's story is that each poem is a window for the reader to learn about an event and experience in Jorge's life. Each poem is at a kid-friendly level that children can understand and learn from Jorge and his family.
Lesson #1
Unfortunately, I only own two copies of this book so I had to get creative to have students read the book.
I started by analyzing the book first and deciding which poems are the core of Jorge's story. Even though all the poems are fantastic, I knew that reading the whole book would've been overwhelming for my newcomers since there are 27 poems.
The poems I chose are:
My Name is Jorge
Invisible
Why Am I Dumb?
The Busy Street
Dirty Words
Mexican Dummy Tine
The King of the United States
Ants-On-A-Log
My Paper
Suspended
Men Don't Cry
The Test
Packing
Once I had selected the poems I wanted to have students analyze, I made a list of themes I noticed were highlighted by each poem.
The themes I came up with were Language, Food, Representation, School, Immigration, Name, Family Divided, Unfairness, and Back to Mexico.
I started by analyzing the book first and deciding which poems are the core of Jorge's story. Even though all the poems are fantastic, I knew that reading the whole book would've been overwhelming for my newcomers since there are 27 poems.
The poems I chose are:
My Name is Jorge
Invisible
Why Am I Dumb?
The Busy Street
Dirty Words
Mexican Dummy Tine
The King of the United States
Ants-On-A-Log
My Paper
Suspended
Men Don't Cry
The Test
Packing
Once I had selected the poems I wanted to have students analyze, I made a list of themes I noticed were highlighted by each poem.
The themes I came up with were Language, Food, Representation, School, Immigration, Name, Family Divided, Unfairness, and Back to Mexico.
I made a copy of the poems I selected (along with the Spanish translation) and I placed them all around our classroom. The idea was to have students get up and go around the room reading the poems. The assignment was to read each poem and think about what the poem was mostly about. Each student was given a sticky notepad to share how each poem is related to one of the themes listed by the teacher. I had placed the themes on chart paper on the board so students knew what each theme was. Many of the themes were topics we had discussed during previous lessons. I also left a chart paper with a question mark for students who wanted to brainstorm their theme.
Lesson #2
My students learned a lot about Jorge and his family - As we were discussing what Jorge and his family had experienced in Mexico, throughout their immigrant journey, and here in the USA, I noticed that it was becoming easy for my students to retell the events and connect with Jorge's life.
So, the follow-up lesson was to take the sentences we had written on our sticky notes and the knowledge we had gained about Jorge's life to write all about Jorge's life in a narrative format.
I put together a packet for each student to begin a story draft. Each packet contained a cover white sheet of paper and ten notebook sheets of paper - one for each theme in the story.
So, the follow-up lesson was to take the sentences we had written on our sticky notes and the knowledge we had gained about Jorge's life to write all about Jorge's life in a narrative format.
I put together a packet for each student to begin a story draft. Each packet contained a cover white sheet of paper and ten notebook sheets of paper - one for each theme in the story.
After students created a cover for their story about Jorge, they were instructed to retell Jorge's story using the sentences they created from each poem and for each theme.
We talked about how a story must have a beginning, a middle, and an end - so as they picked the order of their sentences, they were to consider what might've happened when and in what order.
For example, the poem about Jorge's name is. a great poem to introduce Jorge. Next, poems that share about this childhood, migration, school, family, etc.
All books were different since everyone had a different perspective of the poems and added their perspective.
Each student's book about Jorge had at least 10 pages and was in chronological order.
Once the story drafts were ready, students took turns to meet with me to make sure the book was in the correct order. We also discussed ways to make the book interesting and with our perspective and connections added to it to make it interesting.
We talked about how a story must have a beginning, a middle, and an end - so as they picked the order of their sentences, they were to consider what might've happened when and in what order.
For example, the poem about Jorge's name is. a great poem to introduce Jorge. Next, poems that share about this childhood, migration, school, family, etc.
All books were different since everyone had a different perspective of the poems and added their perspective.
Each student's book about Jorge had at least 10 pages and was in chronological order.
Once the story drafts were ready, students took turns to meet with me to make sure the book was in the correct order. We also discussed ways to make the book interesting and with our perspective and connections added to it to make it interesting.
Lesson #3
Students' stories were fantastic and I didn't want them to just remain a draft - I knew that these stories needed to go out to their world to read. These stories are such a great example of how powerful a story can be - how important it is for students to read books that reflect and affirm their existence.
I've always used the website WriteReader to encourage my students to publish their writing for the world to see. This, of course, was the first resource I thought about when thinking about publishing my students' stories.
Here are their stories. I encourage you to make time to read them and perhaps you can also find a personal connection with these stories.
Yency's Jorge's Story
Alanie's Jorge's Story
Jeydi's Jorge's Story
Yamilet's Jorge's Story
Miriam's Jorge's Story
Alhassan's Jorge's Story
Alhussein's Jorge's Story
Enrrique's Jorge's Story
Alexander's Jorge's Story
Jhosselyn's Jorge's Story
Luis' Jorge's Story
I've always used the website WriteReader to encourage my students to publish their writing for the world to see. This, of course, was the first resource I thought about when thinking about publishing my students' stories.
Here are their stories. I encourage you to make time to read them and perhaps you can also find a personal connection with these stories.
Yency's Jorge's Story
Alanie's Jorge's Story
Jeydi's Jorge's Story
Yamilet's Jorge's Story
Miriam's Jorge's Story
Alhassan's Jorge's Story
Alhussein's Jorge's Story
Enrrique's Jorge's Story
Alexander's Jorge's Story
Jhosselyn's Jorge's Story
Luis' Jorge's Story
BIG NEWS! It's HERE. My book's cover reveal is finally HERE!
I am so excited to share with you the wonderful cover of my book:
𝙄𝙛 𝙔𝙤𝙪 𝙊𝙣𝙡𝙮 𝙆𝙣𝙚𝙬: Letters from an Immigrant Teacher - Published by Seidlitz Education
In my book, I share my immigrant story through letters written to my newcomer students
𝙄𝙛 𝙔𝙤𝙪 𝙊𝙣𝙡𝙮 𝙆𝙣𝙚𝙬: Letters from an Immigrant Teacher - Published by Seidlitz Education
In my book, I share my immigrant story through letters written to my newcomer students
The publication date is September 1st, 2022
Be sure to complete THIS form to get all the updates!
Why should an individual feel pressure to pay a price to experience true belonging? And: What does it take for an individual to experience true belonging?
Just the other day I was having lunch in my room when Marcos, a multilingual student, came into my room and asked me if he could hang out with me instead of going to the lunchroom. I am so glad he did because we had the most wonderful conversation that got me thinking about all my students’ sense of belonging.
Marcos expressed that he was hungry but he didn’t like the food the cafeteria serves – he said he couldn’t wait to get home to eat because his mom would always make delicious and authentic Mexican meals. So, I asked him why he doesn’t bring leftovers and use the cafeteria’s microwave to heat it up so he wouldn’t go all day without eating. You would’ve thought that I’d said a curse word or something blasphemous by the way he reacted! He said, “I can’t bring Mexican food here! They’ll laugh at me. They’ll make fun of the way the food smells. They’ll make fun of me!”
His answer led to a whole lecture on culture and how proud he should feel about having a great mother cooking authentic Mexican food that perhaps a lot of students and teachers would pay to eat.
When Marcos left my room a sense of sadness took over my heart because I felt like I didn’t get through to Marcos (I hope he doesn’t think I was trying to make him bring me some food…haha).
As the sense of sadness washed over me, my mind began asking these questions: Why should an individual…especially a multilingual student… feel pressure to pay a price to experience true belonging? And: What does it take for an individual to experience true belonging? – Yes, our conversation was about food, but as I started talking with Marcos, I realized that it was more than the food he was ashamed of – he isn’t embracing his culture, his family’s background, or their home language. All of this seems to be in the way of “blending in” or better yet, of true belonging
Marcos expressed that he was hungry but he didn’t like the food the cafeteria serves – he said he couldn’t wait to get home to eat because his mom would always make delicious and authentic Mexican meals. So, I asked him why he doesn’t bring leftovers and use the cafeteria’s microwave to heat it up so he wouldn’t go all day without eating. You would’ve thought that I’d said a curse word or something blasphemous by the way he reacted! He said, “I can’t bring Mexican food here! They’ll laugh at me. They’ll make fun of the way the food smells. They’ll make fun of me!”
His answer led to a whole lecture on culture and how proud he should feel about having a great mother cooking authentic Mexican food that perhaps a lot of students and teachers would pay to eat.
When Marcos left my room a sense of sadness took over my heart because I felt like I didn’t get through to Marcos (I hope he doesn’t think I was trying to make him bring me some food…haha).
As the sense of sadness washed over me, my mind began asking these questions: Why should an individual…especially a multilingual student… feel pressure to pay a price to experience true belonging? And: What does it take for an individual to experience true belonging? – Yes, our conversation was about food, but as I started talking with Marcos, I realized that it was more than the food he was ashamed of – he isn’t embracing his culture, his family’s background, or their home language. All of this seems to be in the way of “blending in” or better yet, of true belonging
Wrong Sense of Belonging
It’s not hard to build a wrong sense of belonging. However, the price we pay for a wrong sense of belonging is HIGH.
In a simple Google search, we can learn that “Belongingness is the human emotional need to be an accepted member of a group.” Here’s the problem, we live in a society that sets certain standards or checklists that dictate what is and what is NOT accepted from an individual in order to offer their acceptance. Hence, that which is NOT accepted from a group is immediately considered negative from an individual in order to belong. This is very dangerous for our students to experience.
The 15-year-old me knows this perfectly – It was 1994 when I arrived in the USA from Guatemala and enrolled at Martin Van Buren HS in Queens, NY. I walked into the building with my head held high because I knew my value. I knew what I had accomplished in 15 years after being separated from my mother and caring for my siblings for two years in Guatemala. I knew how to read, do presentations, write, and do critical thinking in MY home language – Spanish. I loved and embraced my culture and my family’s background. However, it didn’t take long for me to feel like an outsider. To question everything I knew and felt about myself. To realize that what I considered valuable was not affirmed or accepted in this school. In order to satisfy the sense of belonging I desperately craved I had to put aside or perhaps pack away my personal identity and cultural background. So, I assimilated. I learned the English language. But in a way – I betrayed who I was. I gave up my greatest treasure. My individuality.
So, I felt like I belonged. But little did I know then that it was the wrong sense of belonging. A sense of belonging I reached by paying a high price, because I began to be someone I wasn’t. Someone who broke me from the inside out. I’d go home and live one identity, speak my language, and enjoy a great Guatemalan meal. I’d enter campus and I’d be who I was expected to be in this new place, only to experience a wrong sense of belonging.
In a simple Google search, we can learn that “Belongingness is the human emotional need to be an accepted member of a group.” Here’s the problem, we live in a society that sets certain standards or checklists that dictate what is and what is NOT accepted from an individual in order to offer their acceptance. Hence, that which is NOT accepted from a group is immediately considered negative from an individual in order to belong. This is very dangerous for our students to experience.
The 15-year-old me knows this perfectly – It was 1994 when I arrived in the USA from Guatemala and enrolled at Martin Van Buren HS in Queens, NY. I walked into the building with my head held high because I knew my value. I knew what I had accomplished in 15 years after being separated from my mother and caring for my siblings for two years in Guatemala. I knew how to read, do presentations, write, and do critical thinking in MY home language – Spanish. I loved and embraced my culture and my family’s background. However, it didn’t take long for me to feel like an outsider. To question everything I knew and felt about myself. To realize that what I considered valuable was not affirmed or accepted in this school. In order to satisfy the sense of belonging I desperately craved I had to put aside or perhaps pack away my personal identity and cultural background. So, I assimilated. I learned the English language. But in a way – I betrayed who I was. I gave up my greatest treasure. My individuality.
So, I felt like I belonged. But little did I know then that it was the wrong sense of belonging. A sense of belonging I reached by paying a high price, because I began to be someone I wasn’t. Someone who broke me from the inside out. I’d go home and live one identity, speak my language, and enjoy a great Guatemalan meal. I’d enter campus and I’d be who I was expected to be in this new place, only to experience a wrong sense of belonging.
A True Sense of Belonging
As much as we try to fit in where we wrongly belong, our true self has a way of calling us back to our roots. Our family backgrounds, stories, love, and journeys are strongholds that are hard to break. I believe it’s a good thing. In a way, our roots call us from where we are to where we truly belong and who we are to be. I’ve learned throughout my years here in the USA, that true belonging comes from within – A true sense of belonging originates from a clear understanding that who we are, and who our heritage made of us is valuable and important.
So, what can you do to ensure students or any individual around you experiences a true sense of belonging and not a wrong sense of belonging
Do This:
I wholeheartedly believe that we, as educators, have the power to make or break our students into how we want them to feel in our classrooms, on campus, and in our society. By simply doing our part, we can help our students find their true sense of belonging without having to obsessively try to be someone they are not. We can easily provide opportunities for our students to accept who they are and not have to be someone they are not.
Together we can create and maintain an environment where students are proud of who they are and where they can be windows of other worlds to their peers. Let’s embrace their greatest gift – their individuality and identity.
Thanks for reading!
So, what can you do to ensure students or any individual around you experiences a true sense of belonging and not a wrong sense of belonging
Do This:
- Ask/Learn students’ stories and journeys
- Validate and affirm cultural background & experiences
- Understand the process of second language acquisition (SLA)
- Allow the use of students’ home language to access content and classroom interaction
- Keep the bar/expectation high for all students regardless of background, and provide scaffolding to help them meet those expectations
- Do not assume you know their story (There is danger in a single story)
- Don’t ignore and devalue students’ backgrounds and experiences
- Don’t be a language oppressor by banning students home language use
- Don’t let them sink or swim on their own; be there for them
I wholeheartedly believe that we, as educators, have the power to make or break our students into how we want them to feel in our classrooms, on campus, and in our society. By simply doing our part, we can help our students find their true sense of belonging without having to obsessively try to be someone they are not. We can easily provide opportunities for our students to accept who they are and not have to be someone they are not.
Together we can create and maintain an environment where students are proud of who they are and where they can be windows of other worlds to their peers. Let’s embrace their greatest gift – their individuality and identity.
Thanks for reading!