The 2020–2021 school year has ended. And what a year it has been. But this is a time to reflect on what was learned from the challenges revealed and created from the COVID-19 outbreak. We need to take this time to really think about the programs that we provide or do not provide our English learners (ELs) and how to improve the programs so that our ELs are truly receiving and engaging in an equitable education in all content areas.

I had the opportunity to read Dr. Ayanna Cooper’s book, And Justice for ELs: A Leader’s Guide to Creating and Sustaining Equitable Schools, and I came across a question she asked: “Can you fully articulate the language support program model in your school?” I start this blog with this question because if the teachers who are to deliver the lessons cannot articulate the language support program model(s) in their school, and the administrators—who are meant to ensure the implementation and validity of it—cannot articulate the model(s), how are we to ensure that the ELs are receiving what they need to be academically, emotionally, and linguistically successful? According to Dr. Cooper, successfully supporting the academic achievement of ELs requires a “whole school” approach. Continue reading →