Blog 3 - English As A Second Language (ESL), Addressing Advocacy and Getting Involved

My position as a teacher within the Headstart Program has put me in a setting that allows me to be able to address advocacy issues with various professionals.  For instance, I interact almost daily with parents that support advocates as well as English as second language (ESL) teachers, Social Workers and my school’s enrollment team.  Each group plays an important part and each share responsibility toward the ESL program’s success. First, I would like to share with you how I address certain advocacy issues with the parents.  It is important to remember that seventy-percent of the parents of my students speak Spanish as their primary language.  Also, most of these parents are working professionals.  In order for me to begin teaching English to my young students I must first include the parents as part of the student assessment process.  This allows me to gain insight on the family unit.  How the parents and their children communicate with one another in their home is essential.  Once I have gathered the family’s background, I collaborate with the family and other ESL teachers through one-on-ones or within focus groups to find the best methods for English integration.  Making a learning plan and identifying testing strategies that are customized for that individual family system are ways I advocate English as a second language.  The Social workers and I review family backgrounds and serve as mediators to enlist other school professionals (if needed). Together we set up meetings, conferences and provide much needed resources to families.

I am fortunate to have so many supportive groups within my program.  As a result, they have been able to give valuable viewpoints relating to ways I can be more involved with advocacy groups in both my school and the community. For example, I can join other advocacy networks or even create my own monthly electronic newsletter.  This newsletter could be modified to solicit feedback from the recipients through surveys that would address family needs from parents and give professionals’ strategies that would help streamline language acquisition. Lastly, do not forget to tell your friends about evaabreu1967.blogspot.com for important articles that help promote English as a second language.

I realize that learning another language helps children sharpen cognitive skills, but this can only be done by assessing the students’ understanding of their primary language.  Teachers feel confident when their students have a strong grasp of their primary language.  In addition, it is an important part of our American culture to have some basic knowledge of the English language.  Teachers have to involve parents as well as their students to assist with the family’s language development by getting everyone engage.  This is where I would like make a difference within my community and field.  I want to be successful with getting all professionals more actively involved in the English acquisition curriculum. There should be more collaboration between teachers and the professionals so their strategies and techniques can be implemented in the everyday lesson plan to encourage the children’s development for English as a second language.  This is going to be challenging, but as an advocate I know we can get there!

Eva Speaks