Analysis of School Environment for ELLs

Through productive programs, characteristics, features, policies, and family

involvement, my imaginary school has a school environment that meets the needs of
every single one of its ELL students. My school offers programs that include English
learners in ways that are meaningful, engaged, and varied (Gold & Maxwell-Jolly, 2006
p. 7). The bilingual education program that is offered at my school in all content areas is
the two-way dual immersion model.
My school stresses the importance of culturally competent teaching and using
data to monitor student progress. When teachers scaffold instruction and use multiple
strategies to deliver information, they support ELL students in their ability to acquire
English proficiency (Stepanek&Raphael,2010). Using data to monitor student progress
is a preventative approach to eliminating the wait-to-fail model that adversely affects
ELL students abilities to close the achievement gap. For example, our teachers measure
student progress using the results of formative assessments rather than waiting for the
results of annual English language proficiency tests in order to respond to intervention
and self-reflect on our teaching practices (Stepanek&Raphael,2010). Using data for
decision-making purposes enhances ELL students learning because it allows teachers the
opportunity to modify their instruction as well as hold schools accountable. Furthermore,
my school allows teachers significant time to plan a curriculum that meets the needs of
their ELL students. My school has a high teacher-to-student ratio in all ELL classes. This
program incorporates the use of small group work in class that groups ELLs with
English-proficient students. This is a critical because language acquisition is developed
through the promotion of student interaction that is structured and supported (Stepanek&

Raphael, 2010). According to the The Practitioners Work Group for Accelerating
English Language Learner Student Achievement (2011), encouraging small-group work
among ELL students and English-proficient peers also cultivates a culture of respect for
diversity and appreciation of cultural and linguistic differences.
There are several characteristics that teachers and staff employ at our school that
enhances the learning and development of ELL students. My imaginary school reinforces
the belief that students languages and cultures are resources that are valued and we are
committed to encouraging bilingualism as an asset rather than as a disadvantage
(Stepanek & Raphael, 2010). My school has a shared vision that places high expectations
on ELL students that are consistent with school-wide shared expectations and beliefs
about student learning. This facilitates the learning of ELL students because holding ELL
students to the same accountability of all children in the school creates a productive
environment that exemplifies that all students can and will be successful at school. We
also have our school psychologist perform K-12 career guidance counseling as we
recognize that hopes of ELL students to attend four-year colleges and we do everything in
our capacity to assure that are students are prepared to do so as outlined in The
Practitioners Work Group for Accelerating English Language Learner Student
Achievement (2011).
Our staff, all of which are experienced and qualified, know the ELL population in
our school extremely well and recognize their individual needs. Having qualified teachers
enhances the learning of ELL students because teachers are able to maintain a connection
to students culture, supporting the development of socio-emotional learning as
mentioned in The Practitioners Work Group for Accelerating English Language Learner

Student Achievement (2011). Our staff is committed to working with ELL students and
advocate for resources assuring that all ELL students have equal access to the core
curriculum and can derive benefit from the entirety of services available at our school.
We have policies in place that emphasis the importance of professional development for
ELL because we recognize that the needs of ELL students are always changing and
evolving. Professional development helps our school focus on the latest evidence-based
research that support the learning of ELL students.

The

importance of family involvement in schools is a critical component that helps to

facilitate learning for ELL students. Therefore, my school stresses the importance of
creating a safe and supportive school environment where parents feel welcome. We
accomplish this by having our multilingual staff interact with parents, hold family literacy
programs such as English as a Second Language classes and translate school materials in
parents native language to keep families remain informed of school activities, the
curriculums, and school expectations (Stepanek & Raphael, 2010). Our school offers
workshops that teach the many ways parents can support children academically and
socially outside of the school. We also invite our students to school every month to learn
reading strategies that can be practices in the home. We do this to insure that skills are
being taught in both languages because proficiency in L1 helps enhance proficiency in
L2. We recognize that parents may feel reluctant to participate in school events, so we
attempt to make every interaction with parents to be positive and informative in helping
their children succeed academically and socially in school.

References
Gold, N. & Maxwell-Jolly, J. (2006). The high schools English learners need (pp. 6-18).
Policy paper for the University of California Linguistic Minority Research Institute
(UC LMRI).
Stepanek, J. & Raphael, J. (2010). Creating schools that support success for English
language learners. Lessons learned, 1(2), 1-4.
The Practitioners Work Group for Accelerating English Language Learner Student
Achievement. (2011). Nine common features of successful programs for ELLs
(pp. 1-25). New York City Department of Education.