Blog #2: Data Driven?! Data Lacking...

The article English-Learners Aren’t ‘Perpetually Struggling,’ We Just Aren’t Gauging Their Progress, StudyFinds by Sparks ignites the questioning in the concept that “English-learners are perpetually really struggling and schools are perpetually failing to serve their needs”. According to a study recently performed by Michael Kieffer and Karen Thompson, we need to really start looking at the data from language-learners who have already shown proficiency in the English language (Sparks).  The gap isn’t as severe as once believed. This study founded that “student who have attained English proficiency normally are not counted in studies of the ELL achievement gap” (Sparks).

This article stresses the importance of proper classification of ELLs and doesn’t know the reasoning for the student improvement, but it’s probably from many things. For example, teachers are now better trained to support these types of learners in their classrooms. When I was completing my undergraduate degree, I had to study in several courses of English-Language Learning and Special Education, and this was for a degree in Secondary Education: Mathematics. At the time, I felt frustrated at all of these extra mandated courses for my degree because I was teaching math, why did language matter? Being in my early twenties, I was very naïve to how students actually learned. I will admit how wrong I was… The importance of communication and expression in my tone would make such a difference to learners, especially struggling students.

Another thing that has changed how successful students can be in the classroom today is the ability to use technology in and outside of the classroom. Students have the ability to use digital resources such as YouTube, translators for content, and programs to help remediate mathematics and language building skills. These skills could be what’s helping to improve language proficiency, but more research will be necessary to prove it.

Resources:

Sparks, S. D. (2018, June 12). English-Learners Aren't 'Perpetually Struggling,' We Just Aren't Gauging Their Progress, Study Finds. Retrieved June 13, 2018, from http://blogs.edweek.org/edweek/inside-school-research/2018/06/English_language_learners_multilingual_national_tests.html

Blog #1: Student success begins at home..

This week's blog entry will focus on an article written to show the importance of English language acquisition at home, Learning the language to help their children learn in school. Albanese focuses on the students at East Kentwood High School and how the district is preparing student success by educating parents and family members on the basics of the English language.

Based on the community interest and most dire needs, the district discovered that many families did not have the basic language understanding to help their children with homework. The district received a grant for two years to help develop an after-school program to bring families in and help learn the basics of the English language. Even oral communication will help students and families navigate more smoothly in the U.S (Albanese).

In short, this article brings up an excellent point... Students tend to be more successful in their academic journey, with positive parent support at home. This support is often difficult if there is a language barrier. This makes asking for help in math or reading extremely difficult, or impossible. I applaud this community and district for recognizing the need of its students and families. This is something that will bring many people together; together with one main goal: student success.

References:

Albanese, E. (2018, May 15). Learning the language to help their children learn in school. Retrieved June 7, 2018, from https://www.schoolnewsnetwork.org/2018/05/15/learning-the-language-to-help-their-children-learn-in-school/