Advisory Board Member Focus
6
We asked our Advisory Board Members to share their thoughts on the following prompt,
What is important to keep in mind for our multilingual learners as schools reopen?
The following paragraphs share the perspectives of two of our Advisory Board Members.
Dr. Kenji Hakuta, NAELPA Advisory Board Member, Stanford University
I think the primary thing is that they know they are part of a continuing American story. The events commemorating 9/11 reinforce that, as well as the stories of immigration and refugees that are in the news virtually every day. Asian students also should appreciate that scapegoating newcomers as has happened with covid is part of a pattern of fear (and ignorance). There are laws and policies to prevent and punish bad behavior, but change in attitude will happen only when it comes from the heart. Change will require understanding, empathy and sympathy - human qualities that we need to recognize and promote in everyone. Be nice to everyone around you.
Dr. Julie Sugarman, NAELPA Advisory Board Member, Migration Policy Institute
"Many schools are, or will soon be, using federal Elementary and Secondary Emergency Relief (ESSER) funds to provide academic supports to students. The largest source of ESSER dollars, the American Rescue Plan Act, requires both states and local education agencies (LEAs) to use some of their funds for “evidence-based interventions” that address learning loss, especially for the federally-defined subgroups such as multilingual learners (MLs).
At the same time, a number of states have taken up new policies related to the “science of reading.” These regulations require schools to adopt curricula to teach reading using explicit, systematic instruction in the five components identified by the 2000 National Reading Panel report (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Some states have also passed legislation requiring universal dyslexia screening and prescribed intervention services.
With both of these trends in play, state and LEA ML leaders will want to scrutinize the types of interventions that schools are selecting to be sure they are appropriate for MLs—in the sense that MLs can successfully participate in activities—and that they meet MLs’ specific language development needs. Given the scope of the above initiatives, many LEAs will be turning to commercially-available curricula whose authors can provide statistical data on effectiveness. But their claims to be evidence-based may not include analyses of ML outcomes. Ideally, academic interventions that include MLs should be aligned with state English language development standards; integrate listening, speaking, reading, and writing; select students for participation based on linguistically-appropriate screening; come with built-in ML supports, including bilingual glossaries or texts; and include training for teachers on how to supplement program materials with ML instructional strategies.