Ell Inclusion

Leading Inclusive
ELL: Social Justice

Leadership for
ELL
Cristina
Shine
Jackie
English Language
Learners
The argument is that
students who are
learning English have
been marginalized with
respect to access to the
curriculum
A central tenet of social
justice leadership is that
school leaders must act
as advocates in their
schools and communities
and, specifically, as
advocates for the needs
of marginalized students
https://www.you
tube.com/watch?
t=201&v=3v8HvN5r1o
With the ELL population anticipated to double by

2050, most, if not all, teachers are likely to teach
ELLs in the coming years.
A great Website!
http://www.takepart.com/article/2013/06/25/english-language-learnersstruggle-public-schools
Will you fight for them?

Taking up the charge of
ensuring equitable and
excellent education for
ELLs is an essential
component of social
justice leadership.
The Principal and Social

Justice Leadership for
ELLs
One of the most critical attributes of effective
schools for ELLs is strong school leadership.

The principal stands out as the one person
who can most influence the long-term
success of programs for ELLs.
What do these strong leaders do?
Demonstrate leadership for ELLs by
promoting justice in schools
Raise issues concerning equity.
Support inclusive practices to meet the
needs of a diverse student population.
Inclusion
The term inclusion in many peoples minds comes from
the field of special education.
PLEASE make note that the needs of ELL students are
distinct from those of students with disabilities and that
language diversity is not being constructed as a deficit
or disability.
Inclusive service delivery for English as a second
language (ESL) involves
Valuing students learning English and positioning them
and their families, languages, and cultures as central,
integral aspects of the school community.
It necessitates creating school structures where ESL
services are brought to the students in heterogeneous
general education classrooms, eliminating pullout and
separate ESL classrooms and services.
Sapon-Shevin (2003) explains
Inclusion is not about disability.

. . . Inclusion is about social
justice. . . . By embracing
inclusion as a model of social
justice, we can create a world fit
for all of us (pp. 26, 28).
Kunc (1992) defines inclusion as

the valuing of diversity within
the human community . . . and
in doing so, begin to realize the
achievable goal of providing all
children with an authentic sense
of belonging. (pp. 38-39)
Udvari-Solner (1997)
Inclusive schooling propels a critique
of contemporary school culture and
thus, encourages practitioners to
reinvent what can be and should be
to realize more humane, just and
democratic learning communities.
Inequities in treatment and
educational opportunity are brought
to the forefront, thereby fostering
attention to human rights, respect for
difference and value of diversity. (p.
ELL inclusion
Main Points:
Providing each student the right to an authentic
sense of belonging to a school classroom
community where difference is expected and
valued.
Rethinking school structures (i.e., student
placement, teacher placement, and
coteaching) along with bolstering instructional
techniques (i.e., ESL methods, community
building, differentiation) make this possible.
Two Important Views:

Principals who effectively enact social justice
leadership for ELLs are informed and buoyed by
two sources: an asset-based orientation toward
language and knowledge of the research on
second language acquisition.
What does this mean?
The view of seeing language as a problem or that
language is a right.
When principals view language as a problem, they
consequently view language learners as having
problems that need to be fixed, an orientation
that has the potential to negatively affect the
quality and type of service they are provided
When principals view language

as a right, they promote social
justice for ELLs and work to
provide them equal access to
educational opportunities
(Crawford, 2004). Ruz (1984)
proposes an alternative
orientationlanguage as a
resourceas one that enhances
the social justice perspective.
Collaborative Program
Planning for ELLs
Principals who view language as a
resource consider ELLs first language
skills to be a relevant asset that
contributes not only to their learning but
also to the classroom in general.
A successful program for ELLs includes
appropriate and ongoing professional
development for teaching and
nonteaching staff.
Teachers have the time to work together
in developing challenging and culturally
responsive curriculum.
Collaborative Program
Planning for ELLs
Principals who understand the critical role
the home language plays in ELLs learning
seek to hire bilingual educators who can
communicate with these learners
Principals in effective schools for ELLs
place a high value on ensuring that the
school is connected to ELLs families
and these families to the school
Bilingual educators who communicate
fully and authentically with ELLs
families help them mediate homeschool
differences and empower the families to
Creating a logical
argument.
Like the true Cinderella story, you are married and
live happily ever after. Your spouse is a SpanishSpeaker and the perfect mate. You have the most
beautiful baby and your baby continues to grow
healthy. Time surely flies and now It is time to make
a decision and have the school talk. Knowing the
importance of being bilingual, do you send your
child to a bilingual education program charter
school? OR do you choose a public general
education classroom?
DOK Level 3, 4
Develop a logical argument
Develop conclusions
The Article
Case Study with 2 different Schools
Inclusive ELL servicesDual

certification approach at Bay Creek
This is WHAT WAS DONE before:
Engagement through: involved surveys,
community meetings, focus groups, and
numerous discussions.
One Teacher said: If I could have fewer
students, and I alone was responsible for their
learning instead of the ESL, Title I, and other
programs, I could do a better job.
Students were pulled from their classrooms for
ESL and other special programs were becoming
marginal community members.
The ESL instruction was not connected to the
classroom curriculum. It focused largely on
English reading skills and vocabulary
development.
Other Recommendations:
The district recommended that ELLs should not exceed 60%
of the class. slightly clustered
To enhance home language support for Spanish-speaking
students, teachers proficient in Spanish had a cluster of
students who spoke Spanish.
Principals make it a point to recruit and select teachers who
could speak Spanish or other languages (Tagalog,
Japanese)
At a learning center, for example, paraprofessionals helped all
students while providing targeted assistance for ELL students.
Parent Empowerment Groups. This meant that, in
addition to the regular parentteacher organization (PTO)
meetings, there were regular (at least quarterly) meetings
specifically for Spanish-speaking families and other meetings
specifically for Hmong-speaking families. (The principal always
attended these)
ALL ELL studentshad a portfolio.
Any similarities to what your district does?
Inclusive ELL servicesCo-teaching

approach @ Green tree
General classroom teachers and ESL teachers were
provided blocks of time to co-plan and subsequently codeliver instruction for all learners.
both teachers worked together, shared responsibility,
and worked with heterogeneous groups of students.
garnered a state grant to bring in a part-time collaboration
facilitator for 3 years.
The facilitator provided the professional development
around co-teaching and collaboration.
Ongoing professional study and dialogue (some
voluntary and some during required staff meetings for
professional development) about issues of culture,
language, and race in education to better understand
slightly clustered into one to two general classrooms
Bilingual paraprofessionals tutored students, ran
centers, pretaught concepts, and translated stories.
Did you know?

ELD teacher (2 periods per strand)- ELD1, ELD 2,
ELD 3
ELD Facilitator
ELD school coordinator or parent programs (ELAC)
English language learner advisory committee
ELD School Site representative for the district
(DELAC) district English language learner advisory
committee
EL Tutor, lunch or after school
ALL OF THIS IS THE SAME PERSON!

THE ELD TEACHER!
Vs ELL tips for SUCCESS

& Inclusion!
So what must we do?
1. to take action!
If you are committed to the stance that all learners
can succeed with appropriate and adequate support,
you will be ready to make they prepared themselves
well informed decisions about educating ELLs.
Individual conferences with ELL family for each report
card marking period in home language would be epic!
2. Create a rich environment (and dont be fake!)
If you comittt to provide real-world learning with
authentic materials and provide for culture and the
home language, you are setting your ELLs for success!

& Inclusion!
3. CHANGE THE DISCOURSE! Language is deficit, or
below proficiency!
Student diversity (language)is an asset to the student
and school
4. School Reform!
School reform must be comprehensive involving all
aspects of the school. Personally speaking, this hasnt
happened in our district. Certain programs are
introduced, accepted, new tests are introduced, new
teachers come and go BUT SCHOOL WIDE REFORM
HAS NOT HAPPENED FOR ELLS! We must Plan, lead,
and integrate distinct initiatives into an overarching
vision and reform using classified staff, certified staff,
principals, administrators, and the district office.

& Inclusion!
5. The Principal Makes the Biggest Difference!
Collaborative and democratic leadership serves the
school and children the best. Principal leadership
set the inclusive ELD agenda and led the reform
effort The principal needs to be around as much as
possible. At the parent meetings, district meetings,
soccer games, meeting and talking to the parents
and BEING VISIBLE TO THE COMMUNITY!
References
Kunc, N. (1992). The need to belong: Rediscovering
Maslows hierarchy of needs. In R. A. Villa, J. S. Thousand,
W. Stainback, & S. Stainback (Eds.), Restructuring for
caring and effective education: An administrative guide
to creating heterogeneous schools, 25-39.
Theoharis, G., & OToole, J. (2011). Leading inclusive ELL
social justice leadership for English language learners.
Educational Administration Quarterly, 47(4), 646-688.
Ruz, R. (1984). Orientations in language planning. NABE
Journal, 8(2), 15-34.
Sapon-Shevin, M. (2003). Inclusion: A matter of social
justice. Educational Leadership, 61(2), 25-28.
Udvari-Solner, A. (1997). Inclusive education. In C. A.
Grant & G. Ladson-Billings (Eds.), Dictionary of
multicultural education, 141-144.

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Leading Inclusive

ELL: Social Justice

With the ELL population anticipated to double by

Will you fight for them?

The Principal and Social

schools for ELLs is strong school leadership.

Sapon-Shevin (2003) explains

Inclusion is not about disability.

Kunc (1992) defines inclusion as

Two Important Views:

When principals view language

Inclusive ELL servicesDual

Inclusive ELL servicesCo-teaching

Did you know?

ALL OF THIS IS THE SAME PERSON!

Vs ELL tips for SUCCESS

Vs ELL tips for SUCCESS

Vs ELL tips for SUCCESS

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