Category: Advocating for EML students

I have a dream

“It would be fatal for the nation to overlook the urgency of the moment.” MLK, 1963 speech

I have a dream that from my perch just 12 miles from the National Mall where Martin Luther King delivered his famous speech, my voice will make a difference. When I speak out, there’s always the possibility that I will be reprimanded or silenced like the four teachers in my school district placed on Administrative Leave for their social media posts this semester. I’m putting my dreams to the test this year.

While I am not vocal about my concerns for Palestinians, I speak up for English Language Learner students and for fellow teachers who support them. Sixty years since MLK urged fellow citizens to work together, we are still urging our leaders to work with us to preserve the dignity of our students. While Republicans in Iowa caucus for their party leader, they are vilifying immigrants who flee violence and persecution, hoping for a chance at the American Dream.

Fortunately, I work in a state that welcomes newcomers. I work in a district that supports English Language Learners. Yet, I speak out for conditions that need to be improved: curriculum that matches student needs, small-enough classes to support language learning, teacher workload that’s manageable, and more collaboration between administrators and teachers.

With the Blueprint for Maryland’s Future beginning to shape instruction across the state, now is the time to speak with school leaders and administrators. I am honored to be meeting with Interim State Superintendent, Dr. Carey M. Wright, as a member of Community WELL, a grassroots advocacy organization. We hope to open a dialogue that can help shape teaching and learning in the state of Maryland for years to come.

In addition, I am delighted to work with MCPS Curriculum and Instruction team to help provide differentiation options for EMLs in the Grade 10 English Language Arts curriculum material.

In the pit of my stomach, I’m nervous about speaking up. I’ve been invited into conversations at a higher level; I hope I represent my students and fellow teachers well. What if I say the wrong thing? What if they actually listen to me?

“We cannot walk alone.” (MLK, 1963)

Advocating for EML students

I just submitted my final Quarter 3 grades, and now Spring Break begins. What a relief to have no specific travel plans. I can finally recover from an ear infection and a bad case of bronchitis that I caught at school. Never in my 23 years of public school career have I missed so many days of instruction! It was quite a scramble to get caught up after seven days with different substitutes covering my classes. Now I can breathe free before carefully planning the home stretch.

This week I testified before the MCPS Board of Education, driving home the need for increased funding to support our English Multilingual Learners (EMLs), formerly known as ESOL students. The staffing allocations are frozen on January 1st, even though newcomers continue to arrive throughout the year. Teachers serving EML students are constantly working at a deficit.

At my school – which, by most standards, is a very good school – newcomers might be placed in a resource class, art, music, or double PE class because the mainstream classes have reached capacity. This may slow down or change their graduation trajectory. Students learning English need enough trained teachers who can meet their unique language needs.

While the English Language Development (ELD) teacher is not the only friendly face for our students, we are sometimes a lifeline for newcomer families who do not know how to navigate the American school system. The ELD teacher is often the only trusted adult they know.

When our class sizes increase, students do not get the individualized attention they need. Teachers of EMLs routinely take on extra duties well after the last bell rings for dismissal. We act as counselor, spokesperson, interpreter, and advocate. But when we are stretched too thin, students suffer the consequences.

When teachers are too burned out to go the extra mile, students become disengaged in school. When the demands on ELD teachers are too great, the school system fails the neediest students in our county. Simply put: we need increased funding to pay for vital programs. ELD departments around MCPS need a reduced student-to-teacher staffing ratio.

The Board of Education will soon be voting on how MCPS programs will be funded. EMLs are the fastest-growing population in the district. They deserve teachers and programs that meet their needs.

I will keep using my teacher voice to speak out for them.

Excuse me, now, I’m going to enjoy some cherry blossoms 🌸🌸🌸