A Question That Changed My Perspective
In a split-grade classroom, a student once confronted me about fairness in how support was provided. Why was more attention given to disruptive students while the quiet ones who also needed help seemed overlooked? His question made me reflect deeply. Although I tried to create opportunities for quieter students, the truth remains—the system isn’t designed to adequately support all students, especially academically, in diverse classrooms.
The Challenges of Supporting Multilingual Learners
Now, working with English language learners (ELLs), I see even more clearly the systemic gaps in education. While teachers and educators put in tremendous effort, the system often fails newly immigrated families and students. Educators lack adequate time and resources to design targeted programs, collaborate with ELL specialists, or attend professional development sessions. This leaves many teachers relying on outdated practices, further widening the gap for multilingual learners.
The Role of Technology—and Its Limitations
Translation apps, AI programs, and multilingual keyboards could significantly help ELL students. However, integrating these tools effectively requires time that educators often don’t have. Many teachers misunderstand what it truly means to have a student who doesn’t speak English in their classroom. Assumptions—both overly optimistic and unnecessarily limiting—are common, often because clear guidelines and support are missing.
A Systemic Need for Relearning and Support
A major issue is the historical reliance on inherited knowledge rather than current, evidence-based practices. Without systemic support for relearning and understanding the nuanced needs of ELL students, the cycle of under preparedness continues. Teachers are left navigating complex student profiles without the time or resources to provide meaningful, personalized support.
Challenging Assumptions and Biases
Educators, like everyone else, bring biases to their work. When an “ELL” label is attached to a student, assumptions—both positive and negative—are made. To counter this, educators need time to understand the unique needs of their students and engage families in the learning process. Authentic collaboration with parents, ESL specialists, and administrators can help paint a fuller picture of each student’s strengths and needs.
A Call for Time and Collaboration
The system must provide educators with time to truly understand and support multilingual learners. This includes discussions about whether students benefit from modified or accommodated programs and ensuring decisions are made with an asset-based perspective. Viewing multilingualism as a strength, rather than a deficit, can change how students are supported.
A Personal Reflection on Bilingualism
Growing up bilingual, speaking English and Bengali, I understand the nuances of language learning. My perspective continues to evolve as I meet families and engage in conversations about how best to serve multilingual students. We need to move beyond assumptions and create spaces for educators, students, and families to work together to ensure every student is supported effectively.
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A poignant moment: my friend and I met a monk in Siem Reap, who was left at the monastery by his family due to financial struggles. Once he learned we were teachers, he expressed a desire to stay in touch so he could practice his English—a reminder of how education bridges divides.
