Norred 1

Christian Norred

Campbell and Larson

EDCI 407

26 October 2017

Race and ELL Education Equity

Introduction…2

Equity…2

Setting the Classroom…3

The “Troublesome” Student…4

ELL Students…4

Myths about ELLs…5

Setting Up for ELLs…6

Conclusion…7

Sources…8
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Introduction

Race and ethnicity have always been common issues in everyday life, including in the

classroom. If the prejudice isn’t based on color, it’s of the person’s native language, their

vocabulary in English, or the background the student was raised in. Some key issues I see are with

English Language Learners (ELL) once they travel to immerse themselves in our language and

culture. “English-language learners, or ELLs, are students who are unable to communicate

fluently or learn effectively in English, who often come from non-English-speaking homes and

backgrounds, and who typically require specialized or modified instruction in both the English

language and in their academic courses (Hidden curriculum ,2014. In S. Abbott (Ed.), The glossary

of education reform. Retrieved from http://edglossary.org/hidden-curriculum).” Most are placed

in tiers based on myths about ELLs or based on their race, making it difficult for them to adapt

into the American society and class structure suitable for them to learn and listen. Education is an

asset to better society in the long run, and steps need to be in place for all who are willing to learn

and strive for it do so with competence and receive the required aid to achieve their dream of

moving on into bigger and better places in the world with higher level education.

Equity

The term for keeping the homeostasis of the classroom is equity, or equilibrium. In order

for equity to occur, a teacher has to teach each student equally but keeping their individuality in

mind not based on racial or ethnic stereotypes but the students themselves. Requirements for a

classroom set for equality should be ideally universal and understanding of each student. “It’s not

enough to not be actively biased or racist. In order to not perpetuate injustice in our lives, our
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workplaces and our communities, we must ensure that we understand the complexities of race and

equity and actively seek to develop cultural competence. In an institution of higher education, it is

our job to foster both the knowledge and the desire to know more (University of Washington,

2017).” This says strive to learn the differences in race and ethnicities, but do not base every

person in that single mindset. A fundamental aspect to the classroom is to notice these differences

in people. “Luckily, there are things that classroom teachers can do to raise expectations for all of

their students and to create a climate where difference isn't just tolerated but valued. Here's my

Power List for practitioners: 1) Don't ignore race… 2) Seek out established community

organizations… 3) Remember that communities of color are not monolithic… 4) Read!... 5) Self-

awareness is the key… (Danielle Moss Lee, 2012).” Again, this points out to notice the differences

in people but be willing and open minded in helping understand them individually for them to

begin to understand.

Setting the Classroom

Do not label a student based on his/her skin color, native language, or background and

upbringing. To be equal, all must have an understanding of the criteria the classroom presents. A

few precautions are required to achieve this goal of setting a fair state in the classroom. “Create a

curriculum that provides a common language for knowledge without homogenizing the nuance of

that knowledge. Design learning models that are inherently inclusive regardless of access to

technology. Establish authentic functions for family members and communities who may speak a

completely different language (Terry Heick, 2015).” In short, make a lesson understandable and

immersive without getting too confusing or repetitive.

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The “Troublesome” Student

Often, a teacher neglects a student they deem less intelligent or more troublesome and more

often than not, this student is a minority. This problem escalates in larger populations and cities.

Some of the “troublesome” students are neglected and do not learn what they are required to.

These neglected and forgotten students do not go on to higher education. Some not even able to

graduate high school. “We also know that traditionally underserved students, including minorities

and low-income students, attend and complete college at far lower rates than their peers. These

students are suspended, expelled, and drop out at higher rates, and are less likely to have access to

strong teachers and challenging curricula (U. S. Department of Education, 2017).” A student that

isn’t challenged will lead no effort in learning and without any doubt fail at any chance to further

education or will be off put in the process.

ELL Students

ELL education is another major topic that coincides with racial views proposed onto

students. ELL is an acronym for an English Language Learner, or someone attempting to learn

English when their native tongue is not English. “ELL simply refers to students who are not

currently proficient as English speakers and are in the process of developing their English language

skills. ELL students are referred to as such in both ESL specific classes and regular content area

classes that they are integrated into. ELL is a universally accepted term for English language

learners in the K-12 setting, as well as among adult non-native English speakers who in the process

of learning English (eslteacheredu.org, 2017).” Many challenges arise from an ELL transitioning
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into a different culture. Culture shock can occur and dampen academic growth if not adjusted well

enough in time. ELL students need time and attention to achieve acquisition of knowledge.

Myths about ELLs

Many myths are placed on ELLs transitioning to the new way of life. “Myth #1: Students

can learn English quickly by being exposed to and surrounded by native language speakers…

Myth #2: The ability to converse comfortably in English signals proficiency and means the child

should be achieving academically… Myth #3: Students should learn English before attempting to

study an academic subject in that language… Myth #4: ELL students should stop speaking their

native language and concentrate on speaking English… (U.S. State Department, 2010).” Myth #1

is a commonly mistaken belief. Most languages require diligent practice and comprehension in

order to generally understand the language and speak it. Myth #2 is derived from some ELL ability

to speak English fluently but lacking in the understanding of why things are said the way they are.

This is similar standing as illiteracy, the inability to read or write but able to speak in the language.

Myth #3 comes from the belief that an ELL is unteachable without knowing fluent English. An

ELL may be lacking in English, but his/her mathematics skills may exceed even some of the

English proficient native speakers. Each subject is almost as if it has its own language or lingo to

understand with practice. Myth #4 is based from a falsehood of assimilation. The point of being

an ELL is to comprehend both cultures, languages, and ways of life individually. An ELL’s goal

isn’t to forget the old ways and language but to adopt a new one to go along side what they already

know.
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Setting Up for ELLs

Not only are they adjusting to a different culture, they are learning an unfamiliar language

that the lessons they are learning are more than likely taught in. “Most states and districts lack a

vision for ELL education that builds on families’ cultural and linguistic assets. They also mostly

underfund ELL education and adopt primarily subtractive ELL approaches, in which students lose

their first language and identity and are immersed in English-only environments (Rosann Tung,

2013).” Some ELLs transfer knowing very little. Others may know quite a bit, leaving the teacher

to assess what needs work. “The problems the teacher faces when teaching differentiated classes

(ranging from mixed ability to ELLs) include how to plan lessons that can meet the needs of all

the students, preventing the higher-performing students from getting bored and the lower-

performing students from feeling lost (Dorit Sasson, 2014).” The point of an ELL learning isn’t

to forget the old but to retain new. A teacher isn’t forcing a new way of life on ELLs. The teacher

is giving a new adaptation, but some teachers still struggle with this. “For English language

learners, a viable curriculum must include a detailed developmental sequence for learning the

English language in social and academic contexts; this is in contrast to a language arts curriculum

for native speakers, which primarily seeks to add academic discourse to the native language that a

student brings to school. However, in many states, the standards that guide the school or district

curriculum for ELLs may simply copy the English language arts standards designed for native

English speakers, with little careful attention to second-language development (Judith Rance-

Roney, 2009).” This forcing of the new culture can cause many problems both in the education

and the home life of the ELL student. ELLs need equality but steady attention to succeed in their

goals.
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Conclusion

With education as such a key aspect in our culture and many cultures worldwide, we as a

country need to improve how we oppose this downfall. From the “troublesome” student to the

ELL, they’re all students, nonetheless. Students that need education for a better future. Every

student needs a chance to fulfill this dream of being something more than what they believe

themselves to be. Students need to be pushed to achieve, challenged to better themselves, and

aided by the teacher to aid others in the future. I hope teachers learn to never fall for these myths

and beliefs of different backgrounds, races, or heritages. We all need to work to break these pitfalls

in place for lower income students or the students “from that part of town.” Everyone is feasible

of accomplishing much with the life they are given as long as they are steered the right way instead

of being cast aside.

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Sources

https://www.education.com/reference/article/who-ell-english-language-learner/

http://files.eric.ed.gov/fulltext/EJ1046319.pdf

http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/Best-Practices-for-

Adolescent-ELLs.aspx

https://www.edutopia.org/blog/equity-education-where-to-begin-terry-heick

https://www.edutopia.org/blog/anti-racist-classroom-danielle-moss-lee

https://www.ed.gov/equity

https://www.eslteacheredu.org/what-is-an-esl-teacher/

http://edglossary.org/english-language-learner/

https://www.edutopia.org/blog/integrating-ells-general-education-classes-dorit-sasson

https://www.washington.edu/trends/teaching-about-race-equity/