Teacher Discussion Forums

When a school district demonstrates support for BE/ESL such as the examples in the case studies cited in this text, on paper the argument can be made that it is the fault of the facilitator and not the district. When one takes a closer look at how the programs are supported however, it appears that without sufficient collaborative time and alignment of curriculum needs for the classroom teacher that any program can be manipulated to not truly advocate for the ELL student. Who becomes the voice of the student in the case of a language learner?

Hi Nina,

This is an excellent question. With all of the policies and methods whether supported by administration or not, the important question is who will advocate for these students? As educators, we need to speak up if possible and support our programs. There will always be a financial issue but we simply have to do the best job we can to speak for our students.

let us not forget that parents have a voice as well.... many ELL parents do not know their rights and are too often led in the wrong direction..... educators must present them with the knowledge that will lead to changes when needed.... one voice is heard,,, many voices create changes....