A Collaborative Framework for Equitable Education for English Learners (ELs): Statewide EL Ambassadorship

• In Event: Collaborating for Educational Equity and Excellence for Immigrant and Refugee Newcomers: Research Trajectories Across Stakeholders

Abstract

English Learners (ELs) are the fastest growing student population in the United States (NCES, 2016), and will comprise nearly 40% of the K-12 population by 2030 (Center for Public Education, 2012). For many ELs specifically at the secondary level, academic achievement depends on both learning English and content as well as understanding the expectations of U.S. schools (Author, 2019). For many states the increasing number of ELs created a challenge in starting to build capacity to serve them with limited resources, expertise, and infrastructure (American Institutes for Research, 2012). In order to expedite the process of establishing services and building capacity to effectively address the needs of ELs, a state department in the New England region of the U.S. have established a statewide ambassadorship program where various stakeholders with different expertise and background serve the state in supporting equitable education for ELs. This paper reports the results of the collaborative initiative of EL ambassadorship between the state department of education and stakeholders from the community in supporting the state’s strategic plan for providing equitable education for ELs.
Mixed methods for research were used for this study that examined the needs of educators throughout the state and then constituted a collaboration among university professors, state education department, school district administrators, curriculum specialists, and teachers. The data sources included a state-wide survey that was administered to all school district personnel including all teachers, administrators, counselors, and other support staff about their beliefs, attitudes, practices, and needs related to ELs. Additionally, focus group interviews and individual interviews were held with teachers to address the needs of ELs and create programs that best support them. Then, the author collaborated with a team of administrators and teachers to develop a newcomer curriculum to be piloted in different schools around the state.
First the results of the survey are reported and the results indicated that most school personnel had positive attitudes toward ELs; however, there was also variability among teachers holding less supportive beliefs, attitudes, and practices. Then, the constitution and functioning of the collaboration among the stakeholders in conceptualizing and designing the curriculum are described and then issues that arose during the curriculum development process are discussed and furthermore our ongoing long-term collaboration plans are outlined. This collaborative initiative that is being reported is consistent with AERA’s theme of understanding collaboration between stakeholders and researchers as multiple stakeholders are involved in this initiative supporting more equitable opportunities in preparing out ELs for postsecondary education, work, and life.

Author

• Rabia Hos, University of Rhode Island