Designing for Difference: Multilingual Learners, Students with Disabilities, and Inclusive Design

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Hi, this is Aurora from the Educating All Learners Alliance,
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and today we're speaking with Dr.
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Molly Faulkner-Bond from WestEd about her research and work with multilingual learners.
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Molly is the Research Director for English Learner and Migrant Education Services
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at WestEd, where her work focuses on multilingual learners.
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In her work, Molly is challenging the field to rethink how we design assessment
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systems, arguing that instead of centering on what is most common,
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we should instead start by centering students with the most complex language and learning profiles.
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We're excited to dig into this work and to see what this means for multilingual
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learners or for students with disabilities and for educators trying to serve both as well.
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Molly, thank you so much for joining us today. It's been great to have you.
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Thanks so much for having me. I'm really excited to be here, Aurora. Awesome.
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So before we dive in, let's start with language. We're intentionally using the
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term multilingual learners in this conversation.
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I know that throughout my career, both as a student and a teacher,
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the terms have evolved, the terms have changed over the years.
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So let's kind of level set. Can you share a bit about your research focus at
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WestEd, why this shift in language matters, and how can we, you know,
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use this to understand this group of students and the system that's designed to support them?
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Yeah, I appreciate you starting here, because I think it is really important
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for this population. And it's also maybe not always super clear for folks who
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don't sort of live and breathe, thinking about this group all the time.
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So you're right that the language has sort of shifted over the years.
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A while ago, we talked about students as being limited English proficient,
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then we switched to English learners.
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And now people are really, there's a conscious effort, I think,
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to talk about multilingual learners.
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And the primary motivation behind the shift, I think, is a desire to shift our
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focus to be more asset-oriented towards these students, meaning we're trying
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to acknowledge their strengths and not just focus on what they can't do.
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So when we refer to students as multilingual learners, we're trying to emphasize
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two things. The first is they are multilingual.
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So if we talk about a student as an English learner, we're focusing on their
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one language, English, and it's sort of ignoring the fact that they have this
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other additional language or
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maybe multiple languages. It's almost erasing that part of their identity.
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Exactly, exactly. And then the second part is that a multilingual learner also
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sort of shifts the focus to thinking about the student as a learner who is multilingual
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as opposed to a learner of English.
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So it's also, I think, a way to acknowledge that students who are multilingual
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might learn in different ways than students who are monolingual just because
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they have sort of different things going on in their heads.
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So I think it's really an effort to sort of shift to the positive, focus on the strengths.
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I will say that there's one sort of caveat within that, that the term English
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learner is still important.
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And I may still use it a few times in our conversation because there are these,
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there is a protected class of students who have specific rights within our education system.
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And in the law, those students are referred to as English learners.
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And so it's important for us to know when we're talking about multilingual students,
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which of them have this specific designation so that we can make sure we're
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sort of accounting for the students and ensuring their rights are being met.
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So multilingual learners, I think, of a sort of an umbrella term that includes
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all students who use multiple languages.
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And so that might be students who are already fully proficient in English and
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another language when they start school.
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Students who maybe spent time in English learner status but have since exited.
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It can even include students who are entered school as monolingual English speakers
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and have enrolled in a dual language program and developed multilingualism in another language.
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So multilingual learners captures all of those students, and some of those students
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are English learners, and those are the ones with the federal designation.
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That's a really important distinction and thing to bring up about.
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Federal designation and status in our education system.
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When we talk about special education with a capital S and a capital E,
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we're talking about their legal designation and even though we,
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in the disability community, maybe aren't using special anymore, right?
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We understand that we've moved away from that kind of language, just
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as we understand that English learners isn't really
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always the full doesn't really
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fully encompass all the elements of a student's identity understanding
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that there's still the you know some of the fed the federal designations may
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have a little ways to catch up kind of with our evolving evolving language but
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i understand the significance between english learners as a subset as a as a
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special kind of connotation here Yes.
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So you've written that multilingual students should be understood as a normal
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and expected part of the U.S.
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Student population rather than an exception.
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And this really resonates with our ELO listeners talking about students who
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learn differently and students with disabilities being centered rather than part of the exception.
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So how does this shift the way that we're thinking about assessment,
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instruction, and accountability?
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Yeah, so right now, I think our education systems are just generally designed
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with the assumption that every student who enters the system is fluent in English,
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and that's the only language that they use.
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And if the student happens to speak another language, that's at best something
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we don't really care about.
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And at worst, it's a problem. And it becomes a problem because the vast majority
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of our systems and our resources are really designed around these two assumptions.
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And so they're designed around English.
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So English is the language we use for instruction. It's the language we use
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to communicate with families.
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Most teachers only speak English and we measure what students know in English.
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We compare their achievement to norms that were based on monolingual English speakers.
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And so any kid who doesn't fit that profile then becomes sort of like a problem
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within the system that we've designed.
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So to accommodate these students, then we have to start sort of doing things
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in a different way or doing additional things.
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And it also can sort of create just things that are challenging for educators
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if they haven't had preparation for how to support these students.
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And so in general, you know, that's not a great way for us to proceed.
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It's not a very efficient way to design a system in terms of resource use.
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It's not the best way to ensure that everybody is getting what they need.
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And so what I want to really push us, you know, that's sort of the state of things.
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And so I think I do a lot of advocating for, you know, evolving that way of
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doing things. I think you all and Ila do that as well.
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But I want to stress the sort of normal and expected piece because I really
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want to emphasize that, like, we know by now that these students are here.
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We should not be surprised that there are multilingual students in our schools.
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For a lot of the 20th century, you know, there were probably plenty of places
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where there weren't a lot of English learners or, you know, people maybe could
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be genuinely surprised to, you know, encounter folks who were multilingual.
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But, you know, we're into the second quarter of the 21st century.
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We know we have a multilingual population. We know we have these students in
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our schools. We should be doing better.
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We should be thinking about them as part of our student population and not as
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the sort of add-on or afterthought.
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So that's really what I am trying to get at when I talk like that. Yeah.
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I mean, something that I've heard said many times in many different ways on
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this podcast is that in a lot of ways, our education system has not really changed
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much since the late 19th century.
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I heard somebody say that if you brought a time traveler from 1898 and you dropped
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them into today, they'd be shocked at everything except for school.
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If you drop the time traveler into today's school system, they might not be
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as shocked as, you know, you might expect them to be.
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So we, again, like you said, we have a ways to go.
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But work and research like this is helping to move the needle.
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And at EALA, we're all about these, focusing on these kind of resources for educators,
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schools, systems, so that.
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That people have the tools and the network to support their students with learning differences.
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So, and historically, you know, EALA started as a COVID response specifically
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for students with disabilities.
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So historically, EALA, you know, we've really focused on learning differences,
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specifically ADHD, dyslexia, dyscalculia, autism, and other disabilities,
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other learning differences.
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At the same time, we're seeing increased national backlash towards multilingual
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students who are often students from immigrant families, and as such,
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ILA has been, we've been really trying to deepen our focus on multilingual learners
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as a distinct group of students with learning differences,
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one where language framing policy approaches that all differs in an important way.
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From disability-focused work. So rather than lumping them together,
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we are trying to highlight the distinction while also, you know,
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wrapping around, encompassing them into this idea of learner variability as learning differences.
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So based on your research and writing, how do you think about the relationship
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between these two movements, you know, disability, multilingual learner?
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Where do you see the connections, but how do we make sure that we don't collapse
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them into a single narrative?
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Yeah, I love this question, Aurora, and I think it's so important because overall,
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I think there are so many important points of connection between these two communities
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and these two movements.
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And I think the biggest thing we have in common is our positionality of our
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vocal student groups being treated sort of like an afterthought or an other
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group who are sort of marginalized in how we design and implement education systems.
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So So much of how things proceed, as you were sort of alluding,
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is we design for all students, you know, quote unquote.
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And then, you know, we go back and we modify things or we add things or we change
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things for the students who, you know, don't really work with all students assumptions.
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So all doesn't really mean all if we're ignoring these groups that we care about.
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And so I think what our communities have in common is pushing people to make
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sure that all means all means all and to design and implement things in a way
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that doesn't leave these groups behind.
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And I think even probably advocating that if we start by thinking about these
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students, we can actually create systems that are better for everybody,
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which is something I'd love to talk about a little more as we continue our conversation.
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I think my understanding, and I definitely invite you to sort of teach me a
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little bit here, Aurora, but I think our biggest point of maybe difference is
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just in how we frame our students' positionality and the role of needs.
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So my sense is that for the disability community, needs are an important part
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of understanding student rights and how we'd want students to be accommodated at school.
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Whereas among the multilingual community, as I was sort of saying at the beginning,
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there's been this really concerted effort to talk about student strengths and
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to be very clear that any needs that English learners seem to have are a product
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of the systems that we put them into and not inherent to the students themselves.
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So research is actually really clear that being multilingual has certain cognitive advantages. is.
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It can make you better at certain things. If nothing else, you can speak an
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entire additional language that a monolingual person can't speak.
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So there's nothing inherently risky or vulnerable or, you know.
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Problematic about being multilingual.
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But we sort of create vulnerabilities and risk for these students because of
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the way we design systems.
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And so if anything, I think just it's just the way we want to frame the differences
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that these students have and making sure that We're not in any way suggesting
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that these students are vulnerable or at risk or have needs.
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They are students with strengths, and we just need to design better systems to support them.
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But I definitely invite your sort of thoughts and reactions there, Aurora.
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It there's there's a venn diagram happening
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here right there's an overlap of like there
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is clearly so i'll start i'll start with the what what overlaps
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moving away from the medical model of of
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disability rather than thinking of it as something to cure i mean i'm saying
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that with heavy quotes you know if you're listening you don't see my air quotes
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you know something to cure you know it's something to eradicate you start getting
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into very very dangerous territory when you focus on curing a disability.
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Unfortunately, that is the system that is in place and is being...
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Perpetuated federally right now. So it's a dangerous time to be a person with
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a disability, not because of who you are, but because of the system that we live in.
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So the overlap between what you said about multilingual learners and people
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with disabilities is that the risk, the danger, that really comes from the societal
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structure that makes things.
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Harder by either by purpose but you know if even if we assume the best you know
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simply by you know through through ignorance or just not understanding so there
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there is a world where like,
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like yeah like people with disabilities are certainly a
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you know so so feeling that same sense
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of the like the the euphemistic euphemistic language
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isn't helping anybody in fact it's only making the
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people who are upholding oppressive
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systems almost it's validating for them so
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my one push though is or not push because like you said you're here it's a it's
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a different conversation yeah a multilingual learner i love this idea of like
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you know being multilingual is like a superpower for me in fact you know like
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i think you said it's it's my superpower don't turn it into a liability.
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I think that's fantastic. People with disabilities, and again,
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we're not a monolithic identity.
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I have ADHD and late-diagnosed, so I mean, I didn't grow up in the disability community, right?
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It's something that I came to as an adult, and through HILA, I learned.
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I said, you know, I'm listening, I'm doing all this work, and I'm like, hold up.
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ADHD, wow, that sounds a not like me. So I went and got, you know,
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evaluated. I digress. Wow.
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Yeah. Right. You know, working for EALA literally changed my life.
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And I got, I got the help that I need to, to. That's amazing. Yeah.
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So the one bristle that I think that the disability community has is around
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overly euphemistic language around, you know, disability is my superpower,
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you know, ADHD is my superpower. Autism is my superpower.
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Look, some people love that. And I say, let them have it.
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I think that there can be a moment, it can almost feel infantilizing to ignore the true,
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challenges and hurdles that a person with a disability has
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right even in the perfect society even
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if everything was truly and fully
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accessible there are certain disabilities that we don't need to sugarcoat it
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you know it's so that so my response to that is that there is a there is a big
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overlap between our our two worlds of stop calling us high need or high risk
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like because you're the one,
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you know, society, you're the one making it risky.
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You're the one giving us these needs.
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But the distinction here is that you know, it's.
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There are some legitimate, you know, there is a lot of, there's a lot more nuance
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because there's just a lot more variability in the disability community, right?
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I mean, which is why this is a separate thing from multilingual learner,
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although we share a lot of the same educational values here.
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Yeah, I think that's super helpful. And yeah, I feel like we're aligned in the
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sense that I think we're all advocating for better system design and better
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sort of acknowledgement of who
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is sort of harmed or marginalized if we design things in a certain way.
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And then, you know, the reason we need different designs or the sort of challenges
00:15:34.710 --> 00:15:38.910
we face based on the differences in our profiles are going to be different for the two communities.
00:15:38.910 --> 00:15:40.230
But ultimately, what we're advocating
00:15:40.230 --> 00:15:43.610
for is just more thoughtful and more inclusive practices and design.
00:15:43.610 --> 00:15:49.350
Yeah, we're allies in each other's movements and that wins for the multilingual
00:15:49.350 --> 00:15:57.270
community will undoubtedly make ripples and make wins for the disability community and vice versa.
00:15:57.550 --> 00:16:03.810
So it doesn't feel like it's a pie and that if multilingual learners get an
00:16:03.810 --> 00:16:08.470
extra 10% of rights, then we're going to lose 10%. It's not like that.
00:16:09.790 --> 00:16:15.270
Rights aren't like that. But, yeah, I see multilingual learners as an ally,
00:16:15.270 --> 00:16:23.270
as aligned with disability advocacy and education, which is why I'm really trying at ILA to,
00:16:23.690 --> 00:16:26.650
when I say all learners, I'm not being euphemistic.
00:16:26.950 --> 00:16:29.210
You know, it's I really am trying to say.
00:16:29.973 --> 00:16:35.113
Anybody with a barrier, anybody with a traditional barrier to their education,
00:16:35.493 --> 00:16:40.693
for example, I have a project right now, shout out to Turk, Boot Up,
00:16:40.953 --> 00:16:43.713
and Coach Ron over in L.A.
00:16:44.453 --> 00:16:49.393
They're, you know, EALA partners who are teaching computer science to homeless kids on Skid Row.
00:16:49.753 --> 00:16:57.033
Wow. So does a kid experiencing homelessness, do they absolutely on paper fit
00:16:57.033 --> 00:16:58.873
into the disability checkbox?
00:16:58.873 --> 00:17:03.633
No, but if you don't know, you know, if you're experiencing homelessness.
00:17:04.653 --> 00:17:08.953
That impacts your learning. That's a barrier to your learning.
00:17:09.413 --> 00:17:12.853
So that's another example of a kid that the system was not designed for.
00:17:13.193 --> 00:17:17.913
Exactly. And so wins for kids experiencing homelessness are also wins for the
00:17:17.913 --> 00:17:20.533
disability community and wins for the multilingual community.
00:17:20.733 --> 00:17:27.393
So it's all about that removing barriers, removing the traditional barriers to education.
00:17:28.193 --> 00:17:32.933
So in your work, you describe assessment systems. They often rely on accommodations
00:17:32.933 --> 00:17:36.493
and add-on supports after an assessment has been devised.
00:17:36.973 --> 00:17:41.553
So for that common majority of students, right? And so we're not designing for
00:17:41.553 --> 00:17:42.913
diverse learners from the beginning.
00:17:43.693 --> 00:17:47.813
Tale as old as time, right? So can you speak to what does that mean?
00:17:48.133 --> 00:17:53.093
You know, what would it mean to start with students who have the most complex
00:17:53.093 --> 00:17:54.873
language and ability profiles?
00:17:55.273 --> 00:17:58.133
How might that actually lead to better assessments for everybody?
00:17:58.133 --> 00:18:02.053
And how might that allow for more reliable and accurate data?
00:18:02.293 --> 00:18:06.393
You know, we know that rigor and accuracy and accountability are really important.
00:18:07.313 --> 00:18:11.313
So where does that intersect? Yeah, so I think...
00:18:12.482 --> 00:18:15.462
What I'll say up front is that what I'm about to say, the way this is going
00:18:15.462 --> 00:18:19.822
to look would vary a lot depending on a particular assessment, use case or purpose.
00:18:19.922 --> 00:18:22.202
But I think there's some general principles we can think about.
00:18:22.302 --> 00:18:25.742
So the main idea that I try to put in the center of my work is this idea of
00:18:25.742 --> 00:18:28.402
tackling the hard problems first or sort of putting the big rocks in first.
00:18:28.542 --> 00:18:31.402
So really starting at the beginning and even when we're thinking about what
00:18:31.402 --> 00:18:34.762
is it we're going to test, trying to define that, think about to what extent,
00:18:35.082 --> 00:18:38.242
what role does language play in that thing we want to measure?
00:18:38.462 --> 00:18:41.382
So how important is it that we measure something in English?
00:18:41.382 --> 00:18:43.542
How important is it that we measure something in writing?
00:18:43.722 --> 00:18:47.242
How important is it? Are we trying to understand conceptually whether a student
00:18:47.242 --> 00:18:51.502
understands something or do we specifically want or need to know whether they
00:18:51.502 --> 00:18:53.122
can write an essay about it in English?
00:18:53.562 --> 00:18:56.862
So even starting at the level of, you know, writing our test specifications
00:18:56.862 --> 00:18:59.942
or writing our standards, let's think about that.
00:19:00.162 --> 00:19:04.242
That will make it easier then to build a test where we can incorporate those
00:19:04.242 --> 00:19:06.382
kinds of considerations into the test blueprint.
00:19:06.402 --> 00:19:10.422
So when we measure this standard, we know that language is important here.
00:19:10.422 --> 00:19:13.922
It's not important here, or having something in writing, it's important here,
00:19:14.022 --> 00:19:17.922
but not important here, which gives us more flexibility than in how we design a test.
00:19:18.382 --> 00:19:22.682
And from there, then we want to think about what are the best platforms to engage students?
00:19:22.862 --> 00:19:25.882
So should this be computer-based? If so, you know, are we talking about audio?
00:19:26.042 --> 00:19:28.722
Are we talking about typing? Are we talking about, you know, speech to text?
00:19:28.942 --> 00:19:33.702
Are we talking about, you know, if we're writing something, are we typing it? Are we writing it?
00:19:33.802 --> 00:19:37.422
Is there a way, you know, could a student, does it have to be an essay? Could they write a poem?
00:19:37.602 --> 00:19:40.302
Could they give a monologue? You know, can they make a film?
00:19:40.942 --> 00:19:43.902
And all of that, again, the answers are going to vary a lot depending on whether
00:19:43.902 --> 00:19:46.962
this is, you know, a teacher trying to understand whether their students learn
00:19:46.962 --> 00:19:49.502
something in a unit versus a state trying to understand, you know,
00:19:49.582 --> 00:19:53.002
how many students have made progress on our academic content standards.
00:19:53.122 --> 00:19:55.782
But I do think there are ways we can do this at every level of the system.
00:19:56.863 --> 00:20:01.503
And so I think if we start with those kinds of questions and we answer them
00:20:01.503 --> 00:20:04.983
specifically thinking about, you know, how would a student who has very low
00:20:04.983 --> 00:20:08.023
levels of English proficiency, how would they show us what they know for this?
00:20:08.123 --> 00:20:11.143
Or how would a student who uses a really complex assistive technology,
00:20:11.143 --> 00:20:13.903
how are they going to show us what they know relative to this standard?
00:20:14.083 --> 00:20:18.163
If we try to design for those cases, by the time we've done that,
00:20:18.303 --> 00:20:21.063
there's probably not much left that we have to do additionally for students
00:20:21.063 --> 00:20:23.243
who don't have those kind of complex use cases.
00:20:23.243 --> 00:20:26.563
So anything, I think, you know, a best case scenario is probably we're going
00:20:26.563 --> 00:20:30.023
to find students who we would have considered, you know, non-complex,
00:20:30.203 --> 00:20:33.083
you know, monolingual English speaking students who maybe don't have this ability.
00:20:33.543 --> 00:20:36.583
Plenty of them are probably going to benefit from those approaches as well because
00:20:36.583 --> 00:20:37.723
there might be better engagement.
00:20:37.723 --> 00:20:41.583
They might just have a better shot at showing us what they know through those
00:20:41.583 --> 00:20:42.863
sort of expanded capacities.
00:20:42.863 --> 00:20:45.903
And for the ones who don't need it, they can still test in a way that's very
00:20:45.903 --> 00:20:49.043
similar to what we do now. So a lot of these additional approaches would just
00:20:49.043 --> 00:20:52.943
be sort of tabs they don't click or tools that they don't use within an assessment
00:20:52.943 --> 00:20:54.143
context or what have you.
00:20:54.343 --> 00:20:58.723
And so I think it would just create a more authentic and rich assessment experience
00:20:58.723 --> 00:21:03.823
for everyone if we really start by tackling sort of the more challenging use cases first.
00:21:03.923 --> 00:21:06.923
And by the time we've done that, I think everyone will have an assessment that
00:21:06.923 --> 00:21:08.623
works for them. I love that.
00:21:08.803 --> 00:21:14.903
I mean, it's applicable also to the conversation around AI, right? Not to hijack.
00:21:15.043 --> 00:21:19.523
I feel like every time I have a conversation, it becomes about AI these days, right?
00:21:19.663 --> 00:21:24.923
But it's instead about, you know, designing different types of different types of assessment.
00:21:25.183 --> 00:21:28.643
I think that really also can answer some of the questions people have around
00:21:28.643 --> 00:21:33.963
AI and, you know, concerns about student cheating and dishonesty,
00:21:34.103 --> 00:21:37.163
which I mean, that is a legitimate concern. I'm not trying to downplay.
00:21:37.443 --> 00:21:42.603
Educators or families who are concerned about ai being used to cheat quote unquote
00:21:42.603 --> 00:21:48.603
but what you're describing is you know these multiple means multiple ways of
00:21:48.603 --> 00:21:54.983
of assessing take out the possibility for right so if a student has to synthesize
00:21:54.983 --> 00:21:56.603
information and create something new.
00:21:57.709 --> 00:22:05.749
And they can do that without, you know, that can be used to push out the AI dependence, right?
00:22:05.829 --> 00:22:12.309
So, again, designing for the most complex use cases benefits everybody,
00:22:12.549 --> 00:22:18.669
including people who are, you know, it also answers part of that question of,
00:22:18.769 --> 00:22:22.589
like, how do I ensure rigor and academic honesty? Yeah.
00:22:23.289 --> 00:22:25.429
Again, it's just... And I think... I'm sorry. Mm-hmm.
00:22:26.329 --> 00:22:29.109
I was just going to say also, yeah, I think, you know, it's also,
00:22:29.289 --> 00:22:34.069
I think it would just give us more information about students who we tend to
00:22:34.069 --> 00:22:35.849
think of as sort of not very complex.
00:22:36.089 --> 00:22:39.789
You know, I think we assume that, you know, monolingual English speakers are
00:22:39.789 --> 00:22:43.349
sort of all the same in their language, you know, proficiency and development
00:22:43.349 --> 00:22:47.389
and that language doesn't play a role in what they're showing us or how they learn.
00:22:47.389 --> 00:22:51.569
But if we could design assessments that, you know, consider a language and are
00:22:51.569 --> 00:22:54.729
trying to kind of track that or measure that or account for that and how they're
00:22:54.729 --> 00:22:59.489
scoring students or engaging with students, we would probably get better information about students,
00:22:59.909 --> 00:23:02.389
you know, who are not English learners and who don't have disabilities.
00:23:02.689 --> 00:23:05.449
So I think it's also like it just is it's a win for everybody.
00:23:05.969 --> 00:23:09.789
Yeah, it's part of that whole student model. It's part of like really understanding
00:23:09.789 --> 00:23:14.669
the whole student is that everybody has a unique learning profile.
00:23:15.189 --> 00:23:20.329
Yes. So, I mean, the thing is, though, the caveat, the devil's advocate.
00:23:21.229 --> 00:23:24.089
You know, it's hard to do, right?
00:23:24.169 --> 00:23:27.669
It's not easy to do that. It is important and it's critical.
00:23:28.409 --> 00:23:33.629
But often, I think that district level or even school level leaders are,
00:23:33.909 --> 00:23:38.249
maybe they don't think that they are poised to make these changes.
00:23:38.249 --> 00:23:42.209
So what's something that you would say, you know, district or state level,
00:23:42.209 --> 00:23:45.669
you know, leaders who are listening, they want to take this seriously.
00:23:46.129 --> 00:23:47.309
They really want to, like.
00:23:48.221 --> 00:23:51.721
You know, get on board with centering students and with more complex language
00:23:51.721 --> 00:23:52.961
skills and learning profiles?
00:23:53.181 --> 00:23:57.361
You know, can you give us one or two, you know, ideas? What are some system
00:23:57.361 --> 00:24:00.621
level changes that you would encourage folks to start thinking about?
00:24:01.261 --> 00:24:04.861
So great question. I think there's a couple different things I would emphasize.
00:24:05.081 --> 00:24:08.061
So if we started at the level of sort of instruction and assessment,
00:24:08.481 --> 00:24:10.521
I think two really important things to do.
00:24:10.601 --> 00:24:14.781
The first is just educate yourself, your staff, your team to understand what
00:24:14.781 --> 00:24:18.961
really works for multilingual learners. And I think this is so important for a couple of reasons.
00:24:19.101 --> 00:24:21.641
The biggest one is I think there's just a lot of misinformation and misconceptions
00:24:21.641 --> 00:24:23.481
out there about what works for English learners.
00:24:23.661 --> 00:24:28.081
And so often if you tell people, well, you know, what's good for English learners is good for everybody.
00:24:28.321 --> 00:24:30.841
And then they see how we educate English learners in schools.
00:24:30.881 --> 00:24:33.281
They might think like, oh, I don't want that for my kids.
00:24:33.301 --> 00:24:37.161
But that's because a lot of what we do in schools is not actually what is effective
00:24:37.161 --> 00:24:41.061
for English learners. It's often, again, these sort of piecemeal add-ons or
00:24:41.061 --> 00:24:42.601
sort of aftermarket, whatever.
00:24:43.201 --> 00:24:46.901
And, you know, that's not for, you know, everyone's doing their best with what they have.
00:24:47.001 --> 00:24:49.721
I think it's, you know, nobody is doing this out of like malice or not caring,
00:24:49.761 --> 00:24:52.741
but it's just, it's just hard, but the way our systems are designed.
00:24:52.921 --> 00:24:56.221
Thank you for that. That is a really important piece. I feel like sometimes
00:24:56.221 --> 00:24:59.581
we want to be, we know it's not being done out of malice. Yes.
00:24:59.921 --> 00:25:03.721
99.9% of the cases, it's not malice. It is. Yes.
00:25:04.092 --> 00:25:07.432
Lack of resources, understanding, awareness. Yes. And I think if you talk to
00:25:07.432 --> 00:25:11.612
a lot of educators and leaders, they will say, like, I know we could be doing better here.
00:25:11.752 --> 00:25:14.752
Like, this doesn't feel like it is as good as it could be, but I don't know
00:25:14.752 --> 00:25:17.452
how to do it differently or what to use to do it differently.
00:25:17.832 --> 00:25:21.412
But so, like, what's good for English learners is, it almost feels like basic
00:25:21.412 --> 00:25:24.312
stuff, but it's things like, you know, engaging in, you know,
00:25:24.432 --> 00:25:28.292
language use in, during learning in sort of a language-rich environment.
00:25:28.292 --> 00:25:31.872
So students are having discussions with peers, they're writing,
00:25:31.872 --> 00:25:36.092
They're engaging in sort of group activities. They're doing problem-based learning.
00:25:36.512 --> 00:25:41.032
The teacher is helping them see, you know, the teacher is being explicit about
00:25:41.032 --> 00:25:44.052
how language is used within the discipline that they're teaching.
00:25:44.212 --> 00:25:47.352
So in science, when we make arguments, we do it this way. We use these kinds
00:25:47.352 --> 00:25:48.892
of structures. We use these keywords.
00:25:49.332 --> 00:25:52.152
In language arts, if you want to refer to something this way,
00:25:52.292 --> 00:25:55.252
you know, these are the ways that you would talk about that or the ways that
00:25:55.252 --> 00:25:56.432
you would organize your ideas.
00:25:56.572 --> 00:25:59.912
And again, all of those things I just described would be great for anybody.
00:25:59.912 --> 00:26:02.772
And I think anyone who walked into a classroom where, you know.
00:26:03.292 --> 00:26:08.572
Students are engaging in peer to peer discussion to organize ideas for a debate
00:26:08.572 --> 00:26:11.152
that they're going to engage in with other students and then write,
00:26:11.252 --> 00:26:15.212
you know, a position paper after that, you know, I would be glad for my students to have that.
00:26:15.332 --> 00:26:19.412
And so I think a big first hurdle is just make sure learn what works for English
00:26:19.412 --> 00:26:22.052
learners, because the good news is it's going to be good for everybody.
00:26:23.267 --> 00:26:27.687
So then the second piece is you have to, I think, make an intentional effort
00:26:27.687 --> 00:26:31.287
to focus on English learners and other, you know, students with disabilities
00:26:31.287 --> 00:26:33.067
and folks with diverse learning profiles.
00:26:33.067 --> 00:26:37.667
Because if you don't name them and you don't kind of make an intentional effort
00:26:37.667 --> 00:26:40.927
to center them, they're going to continue to be an afterthought.
00:26:41.147 --> 00:26:44.687
So if you want to change things in ways that are actually going to benefit these
00:26:44.687 --> 00:26:47.847
students, you have to talk about them and you have to talk about them explicitly
00:26:47.847 --> 00:26:49.227
and you have to get everyone on board.
00:26:49.227 --> 00:26:53.347
So West Ed, we often, we work with districts sometimes to help them come up
00:26:53.347 --> 00:26:58.327
with, you know, a strategic plan or a vision that is district-wide for their English learners.
00:26:58.387 --> 00:27:02.007
And that should be something that every teacher, every leader needs to understand.
00:27:02.007 --> 00:27:06.547
You know, the shop teacher, the AP chemistry teacher, the gym teacher,
00:27:06.707 --> 00:27:09.907
they all need to understand their role in helping English learners to succeed.
00:27:09.967 --> 00:27:14.347
And again, what they do to make that happen will likely benefit all students.
00:27:15.267 --> 00:27:18.387
The third thing I would say is specifically from an assessment standpoint,
00:27:18.607 --> 00:27:22.967
you want to, I often encourage people to really take a hard look at the assessments
00:27:22.967 --> 00:27:26.667
that you're using and think about whether there are any places you could actually
00:27:26.667 --> 00:27:29.687
reduce the number of assessments or change what your assessments look like so
00:27:29.687 --> 00:27:31.747
that you can get that kind of more complex,
00:27:31.747 --> 00:27:36.267
rich information that we were talking about in our sort of previous exchange. So, yeah.
00:27:36.681 --> 00:27:38.721
There's going to be some tests that you can't change at the school level.
00:27:38.841 --> 00:27:40.601
You have to participate at the statewide summative.
00:27:40.921 --> 00:27:43.421
You know, that's an important assessment. But are there other places where you
00:27:43.421 --> 00:27:47.021
can be more creative and more innovative about how you collect evidence of student
00:27:47.021 --> 00:27:50.041
learning that can be more useful for instruction, that can,
00:27:50.141 --> 00:27:53.601
you know, kind of connect with instruction in terms of how students are actually
00:27:53.601 --> 00:27:57.761
showing what they know and look for those opportunities locally to try and expand
00:27:57.761 --> 00:28:01.721
on the sort of areas of assessment where you have less control or sort of less
00:28:01.721 --> 00:28:02.901
to fewer degrees of freedom.
00:28:03.361 --> 00:28:07.261
And then the last piece kind of coming out at the other end of the pipeline is you need good data.
00:28:07.421 --> 00:28:11.261
If you want to understand whether your system is working and whether you are
00:28:11.261 --> 00:28:15.121
actually helping multilingual learners and students with disabilities and all
00:28:15.121 --> 00:28:17.781
students proceed, succeed and
00:28:17.781 --> 00:28:20.481
progress, you need to be able to see what's actually happening to them.
00:28:20.561 --> 00:28:23.881
And that often means that you might need data that are a little more nuanced
00:28:23.881 --> 00:28:26.741
than what you just need for sort of basic federal accountability.
00:28:26.781 --> 00:28:30.081
So I think there's a lot of data that we have to collect because we have to
00:28:30.081 --> 00:28:34.541
report it, but often that's not enough to really give us the kind of information that we want.
00:28:34.741 --> 00:28:38.981
So for multilingual learners, just as one example, you would want to know more
00:28:38.981 --> 00:28:43.221
than just is a student an English learner or not, or is a student a multilingual learner or not.
00:28:43.321 --> 00:28:47.501
It's really helpful to know how long has a student been an English learner?
00:28:47.641 --> 00:28:48.701
How long were they an English learner?
00:28:48.861 --> 00:28:52.081
What's their home language? What kind of language instruction program are they
00:28:52.081 --> 00:28:55.161
participating in? Are they in a dual language program or English only?
00:28:55.301 --> 00:28:59.681
All of that is gonna affect how we interpret the scores and the information
00:28:59.681 --> 00:29:02.981
we get for those students. So if we have the same test score,
00:29:03.221 --> 00:29:05.961
it's going to mean different things coming from a student who's in their first
00:29:05.961 --> 00:29:10.061
year as an English learner compared to one who has been receiving services for six years.
00:29:10.281 --> 00:29:12.621
You know, that's a very different interpretation, a very different action.
00:29:12.661 --> 00:29:16.101
But you have to be able to see your data in that way to be able to make those
00:29:16.101 --> 00:29:17.261
sort of fine-grained distinctions.
00:29:18.121 --> 00:29:21.041
So that's what I would, that's a lot. That was four things. That's okay.
00:29:21.661 --> 00:29:24.461
Those are, yeah, that's what I would recommend. It's really interesting,
00:29:24.481 --> 00:29:27.121
too, because the, even within students.
00:29:27.607 --> 00:29:30.287
Multilingual learning as an identity or as
00:29:30.287 --> 00:29:33.307
a community or as a a section of students
00:29:33.307 --> 00:29:36.167
there's nuances within that like i always
00:29:36.167 --> 00:29:40.107
say that disability isn't a monolithic identity and i'm
00:29:40.107 --> 00:29:43.307
learning today or realizing today through this conversation that
00:29:43.307 --> 00:29:46.067
you know students who come from a household that
00:29:46.067 --> 00:29:48.687
that speaks mandarin they're gonna they're gonna
00:29:48.687 --> 00:29:51.647
access language different than the household that speaks spanish there's
00:29:51.647 --> 00:29:54.667
exactly different different language you know
00:29:54.667 --> 00:29:57.667
structures that are gonna kind of inform and
00:29:57.667 --> 00:30:00.547
you know it's hard to expect a teacher to be
00:30:00.547 --> 00:30:03.167
an expert in every single you know
00:30:03.167 --> 00:30:06.727
the nuances of all the different languages but even just the awareness of
00:30:06.727 --> 00:30:10.807
I think just some basic understandings of like okay like in Mandarin there are
00:30:10.807 --> 00:30:15.087
certain ways that we use you know pronouns and structure that that don't translate
00:30:15.087 --> 00:30:19.927
to English like that is helpful to understand right and that's 100 percent I
00:30:19.927 --> 00:30:23.507
think you know that comes from you know learning development,
00:30:23.767 --> 00:30:30.547
but a small thing to do to really build that sense of, also that sense of belonging,
00:30:30.727 --> 00:30:31.807
acceptance, community, right?
00:30:32.087 --> 00:30:35.427
Right. So that's something that when you brought up that the different languages
00:30:35.427 --> 00:30:40.027
that they're speaking at home, that's part of their learning profile too. Yes, 100%.
00:30:41.236 --> 00:30:45.536
Oh, Molly, I wish you could say and talk all day. This has been just wonderful.
00:30:45.756 --> 00:30:50.176
And so for our listeners, I know that they're wondering, how do we stay informed?
00:30:50.356 --> 00:30:53.456
How do we stay in touch with you or keep up with you, your work?
00:30:53.996 --> 00:30:57.796
And most importantly, how do we, how do we, let's point folks in the direction
00:30:57.796 --> 00:31:01.556
of some resources. How do we find resources to support multilingual learners?
00:31:02.136 --> 00:31:05.396
Yeah. So first of all, I think it's just a great starting place.
00:31:05.396 --> 00:31:07.416
I work for an organization called WestEd.
00:31:07.716 --> 00:31:12.296
WestEd.org has a ton of resources. We have a whole team that focuses on English
00:31:12.296 --> 00:31:16.176
learners. We have a blog that gets updated regularly. We have newsletters that
00:31:16.176 --> 00:31:18.876
are tailored to various audiences and focus areas.
00:31:19.436 --> 00:31:22.376
WestEd also does a ton of other stuff. You know, if you're interested in math,
00:31:22.596 --> 00:31:27.476
if you're interested in literacy, you know, it's all there. So WestEd.org is a great place to start.
00:31:27.656 --> 00:31:31.916
We have a couple blogs that have come out in January and February focusing on
00:31:31.916 --> 00:31:35.456
disciplinary literacy for multilingual learners and also early literacy screening.
00:31:35.656 --> 00:31:36.976
So those might be a good place to start.
00:31:37.196 --> 00:31:40.776
I also want to specifically call out the Quality Teaching for English Learners
00:31:40.776 --> 00:31:43.196
team at WestEd. So they have their own WestEd website.
00:31:43.356 --> 00:31:46.356
It's qtel.wested.org.
00:31:47.340 --> 00:31:51.980
And QTEL focuses specifically on professional learning for educators and school
00:31:51.980 --> 00:31:56.280
and system leaders to help them improve instruction, improve system design,
00:31:56.280 --> 00:32:00.400
and also just sort of take stock of how their programs are doing for multilingual learners.
00:32:00.620 --> 00:32:04.180
They particularly focus on students in secondary grades. And so the third website
00:32:04.180 --> 00:32:08.740
I would also point folks towards is we are wrapping up work on a federally funded
00:32:08.740 --> 00:32:13.360
research and development center specifically focused on English learners in secondary grades.
00:32:13.360 --> 00:32:17.920
So that website is ELRDcenter.wested.org.
00:32:17.940 --> 00:32:22.460
And they have a ton of resources, including some curriculum resources to support
00:32:22.460 --> 00:32:27.000
access and opportunity and learning for English learners in grades 6 through 12.
00:32:27.440 --> 00:32:32.440
I'm also on LinkedIn. You can find me by my name. And I love to chat English
00:32:32.440 --> 00:32:36.580
learners, data, connections with disability community, any of that kind of stuff.
00:32:36.720 --> 00:32:39.260
And I'm just so grateful for you guys having me on today, Aurora.
00:32:39.440 --> 00:32:41.700
It's been wonderful talking with you. I really appreciate the connection.
00:32:41.700 --> 00:32:43.540
Thank you so much. It's been fantastic.
00:32:43.880 --> 00:32:48.860
And shout out to Innovate's new associate, Dana Mandler, for making this connection happen.
00:32:49.060 --> 00:32:53.200
So we love to see the connections happening in real time in the EALA-verse.
00:32:53.440 --> 00:32:55.720
So that's it for us today, folks.
00:32:56.080 --> 00:33:01.440
Thank you to Molly Faulkner-Bond. And to learn more, check out their website at wested.org.
00:33:02.000 --> 00:33:05.880
I'm Aurora from EALA, and this was a deep dive on multilingual learners with.