At a recent forum, I listened to three regional secretaries of education discuss their states’ different approaches to education. While each took a variety of stances on big educational issues like standardized testing, charter schools, and “Race to the Top” funding, they all agreed on one thing – that having more English Language Learners (ELLs) in their states has created challenges.
Someone had asked a well-intentioned question about how each state addresses the needs of its ELLs, but what followed was a general tirade about all the difficulties schools were now having because of “these kids’” increased presence in the classroom. The discussion was off-putting – not because meeting the needs of linguistically diverse students isn’t challenging – but because no one thought to ask about the advantages of having ELLs in schools.
Think about it – we wouldn’t discuss other forms of diversity this way, with a laundry list of negatives. An influx of racial diversity, for example, can also bring complex challenges, but school leaders embrace these changes as an asset to their schools (as they should). They wouldn’t be caught dead making comments about how hard it is having “these kids” come into “their” schools.
So why is it ok to talk about ELLs this way?
Time ran out during the forum discussion, but I was curious how other educators would answer questions about linguistic diversity as an asset. So I asked a group of high school teachers I work with, and we came up with an extensive list of answers. Continue reading “Are Language Learners a Disadvantage in the Classroom?”