3.G Candidates can analyze how policies (e.g.

, discipline systems, ELL identification,

programing, ELL placement, extracurricular eligibility) may impact the school experiences
of ELLs.
Teachers need to build a welcoming and trusting environment which can significantly
contribute to student success. Establishing a positive learning community in the classroom where
students feel comfortable and accepted can be done through practicing inclusive and non-
judgmental discussions, reflection, and engagement strategies. This can not be done without
considering our students experiences. The purpose of this competency is that candidates
understand and interpret how the experiences of English language learners may have been
impacted by policies. As a future teacher I need to pay special attention to the obstacles ELLs
face and provide necessary preventive and intervention plans to combat them. I have proven to
meet competency 3.G by providing and reflecting on two assignments. The first piece of
evidence I have provided is my ELL program outline from TCH_LRN 333. This opportunity
gave me a chance to become more knowledgeable of programs and resources surrounding the
students in my classroom. Understanding how these policies impacted their experiences is what I
focused on. The second piece of evidence provided is my student Interview assignment from
TCH_LRN 333. I chose this assignment for competency 3.G due to its direct correlation to the
school experiences of English language learners.
The first piece of evidence I have provided is my ELL program outline from TCH_LRN
333. When English language learners enter public schools, they face the dual challenges of
learning a new language while keeping up with the academic content of their grade level, and my
piece of evidence showed just that. The current program I analyzed was through the Puyallup
School District, and their dual language immersion program. The main focus of their program is
“One Child, Two Languages, Unlimited Possibilities.”. Right away after analyzing this program
I saw a major fault. The Puyallup School District dual language immersion program only allows
students to advance through sixth grade. Due to a lack of assistance and resources in this
program to assist ELLs, these children are frequently in a critical position to fail. Language
acquisition clearly takes precedence over academic material. Analyzing this policy reveals the
necessity for me to push for English as a new language classes for students who require this
resource to learn English fluently, as well as for students to have access to advanced programs
when appropriate. Without this experience I am walking into an environment that I am
unfamiliar with. With hopes to teach in the Puyallup School District I was able to get a jump
start on understanding policies in place that impact the school experiences of my language
learners.
The second piece of evidence I have provided is my student interview assignment from
TCH_LRN. Through this interview, I was able to obtain Competency 3.G by considering a
student's school experiences and evaluating what influenced it. This information is vital for
future teachers because it is a taste of reality. With this information we get to see and hear the
genuine feelings of students. During this interview I was able to discover that by 2025, an
estimated 25 percent of public-school students will be ELLs (NYU, 2018). The numbers suggest
ELL’s are no longer the outliers in today’s schools, but when we look at their support resources,
and policies in place it suggests otherwise. The student who I interviewed mentioned numerous
times that he was rarely ever working with a specialist, when he felt he clearly needed support.
This was shocking to me. His school district policies in place are letting students down. The
important point is that school district must develop policy, and practice must reflect that policy.
This is significant since these policies govern discipline systems, ELL identification and
program placements. Walking away from this interview I was able to learn about the detailed
experience of an English language learner in my school community. This experience faced me
with coming to terms with the fact that there is still so much work needed to be done. A student
should never feel like they are in a “sink or swim” situation which was talked about in my
interview. To make this experience more beneficial I would have implemented a group
interview. By having a group interview I would be able to listen to the overall discourse, instead
of one students’ experience.
By providing two pieces of evidence from a school district where I hope to work, I was
able to gain an understanding of the various types of programs that ELL students will be
accustomed to, allowing me as a candidate to take the necessary steps to either change the
dynamics of the program, or seek to continue to improve or restore it. As future teachers, one of
the most critical skills we need is to stay current on policies that affect ELLs. Policy is constantly
changing, and these changes have an impact on language learners' educational experiences. That
being said, being aware of what is going on will help inform my own teaching, as I will be able
to see what works and what doesn't in terms of assisting ELLs in their language and academic
growth. One experience gave me the opportunity to look at the bigger picture while the other
dialed in to one student’s experience. I am grateful to have had each opportunity.
 Reference

NYU. (2018, May 01). 1 in 4 students is an English language Learner: Are we leaving them
behind? Retrieved February 18, 2021, from
https://counseling.steinhardt.nyu.edu/blog/english-language-learners/