Examining Our Framework

Just the other day, a Kindergarten English Learner said to me: "Mrs. Francis, I did it! I didn't think I could do it, but I did it!". Carly was excited and proud to have completed her writing assignment. 
Her comment and her smile of accomplishment stirred up in me so many doubts and questions about my pedagogy and about what my students are feeling and thinking of themselves. Amazingly, a 6-year-old student made me rethink and examine my framework for effective teaching. 

Carly working hard on her assignment

Never underestimate the power of your student's feedback!

Th book that immediately came to mind while examining my practices was No More Low Expectations for English Learners by Julia Nora and Jana Echevarria.  This 75-page book is loaded with research supported framework for effective teaching that sets high expectations for TEACHERS.  In this book you'll find an array of practices that though are well-intentioned, can be what prevents our students from performing to their highest potential...NOT because of students, but because these practices are deficit-based teaching practices.
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Based on Nora and Echevarria, we deny English learners access when we... 

• Don't give students access to mainstream classes
• Mistake language development with lack of effort
• Don't give students opportunities to use language while they are learning language
• Limit our teaching to basic skills
• Ignore the need to learn about and affirm student identity
• Insist on English-only policies
• Over/under identify English learners for special education 

So, the question we need to ask ourselves as educators is: Are WE striving for students' high achievement or are WE trapping them in a cycle of limiting potential?!? 
The answer to the question is based on the expectation we have for our students regardless of their background and/or language proficiency.

Research shows that students from disadvantaged backgrounds are the ones at risk for being subjected to teachers' low expectations. Therefore, our low expectation is their path into the cycle of limiting potential. 
Believe me when I tell you it is not easy growing up with so many disadvantages that are for sure to lead you to an unsuccessful life. Just last week I participated in an activity called The Privilege Walk...and it hit me to the core! This activity made me think about all the disadvantages I experienced during my childhood. Many, if not all, were disadvantages out of my control. Many were opportunities that were denied to me as a student.  This activity made me think about the students I serve and the possibilities to either make it or not. But it doesn't have to be like that!

It is very easy to fall into the low expectation trap! As soon as we learn our student is an English learner, from a low-income background, students of color, parents who are unengaged or with limited formal education, etc...our expectation bar is immediately lowered.  
WHY?!?
These students who are already at disadvantage need/should get more structured opportunities.

Again, it is easy to recognize the disadvantages and what they cannot do. However, we need to start recognizing what they CAN do and build on their strengths.
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Perhaps these points provided by Nora and Echevarria can help:

• Help students see home language as the resource it is
• Look for opportunities to build cultural repertoire (culture as an asset) 
• Engage with parents (home visits)
•  Understand the process of second language acquisition
• Language interventions
• Make content accessible using Shelter Instruction (SIOP)
• Affirm student identity (language and identity are intertwined) 
• Teach self-advocacy (critical tool EVERY student needs) 

“If You Are Working On Something That You Really Care About, You Don’t Have To Be Pushed.
The Vision Pulls You.”
​- Steve Jobs

Here I am with Giovanni - first grade ELL who is struggling academically and linguistically. He is not reading on grade level, but he knows that my expectation for him is to complete the work like all his peers. I provide the support he needs. I scaffold his instruction. I read aloud and he follows the text. I make him repeat to me what he learned and help him form his own sentences. 
It takes EXTRA work and intentionality but students CAN do the expected grade level work. 

Writing conference with Giovanni

Giovanni working independently after our conference

Giovanni's work was requested by an author to be published in a book. THIS is why students have to be encouraged to rise the their highest potential...all they need in an OPPORTUNITY and high expectation! 

"If, as educators, we can affirm who they are, build on their strengths, and develop thier academic skills and English language proficiency, we will help them be successful and develop the kinds of skills we want all our students to have." - Julia Nora

What is your vision for your students? What is your expectation for your students? Are they rising to their highest potential or are they stuck in the cycle of limited potential?

Great questions to guide your practice! 

Thank you for reading!