Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
School Counseling: Supporting ELLs
Transcript of School Counseling: Supporting ELLs
In regards to the English Language Learners in a mainstream setting, it is a School Counselor’s mission to promote the welfare, development, and success of all students. Counselors are in an opportune position to, “promote cross-cultural understanding” and develop a non-threatening, comfortable learning environment for ELL students (Goh, et al., 2007). In reference to the American School Counselor’s Association (2005), counselors are responsible for facilitating student development in the area of multiculturalism and diversity. The comprehensive programs and advocacy displayed by School Counselors play an essential role in the social, emotional, and academic success of individuals with multicultural issues.
Individual therapy sessions, monitor behavior, and apply theory to promote emotional well-being of all students.
ELLs have a variety of socio-emotional factors to consider (i.e. culture shock)
School counselors play a critical role in the lives of young readers — especially children who are struggling to learn.
Helping teachers and parents identify and evaluate a child's talents, difficulties, or special needs by observing children's play and learning activities
Co-teach with classroom teachers and reading specialists
Developing individualized education programs (IEPs) with parents, teachers, and other support staff
Collaborating with school administrators on school climate and school-wide needs assessments
Working directly with students through one-on-one counseling and peer support groups (Goh, 2007, p. 67).
There is an immense amount of challenges expected to navigate
Obvious academic obstacles: achievement gap/language gap (Hillicker, 2015)
Economic and environmental
Cultural identity issues
Misconceptions- aka stereotypes
Prejudices and intolerance
Models to Contrast
Social Adaptation Model (SAM)
Considers differences of children with language impairment to their peers as a result of language limitations, social context, and biases that children encounter that have limited language proficiency.
Social Deviance Model (SDM)
Proposes core underlying socio-emotional trait that guides child development. These traits are impaired when faced with limited language proficiency, and result in lack of socio-emotional development that appears in symptoms of social and behavioral issues.
(Ash, et al., 2014)
Community & School Staff
Dispell myths about immigration and ELLs
Discuss positive contribution of immigrants and the laws that support their rights to a proper education
promote acceptance and tolerance (Chi-Ying, 2011).
Collaborative Program Model
Schoolwide, Team-based Support Committee
ESL teachers do not have to be the only advocates and effective instructors
Give ELLs full access to school resources
Committee members includes ESL teachers, content teachers, counselors, administrators and librarian (technology leader)
Addresses ELL concerns
Cross cultural/cross content projects
Monitor ELL student progress
Collaborative Program Model
Promoting language development of ELLs as well as content knowledge
In social and academic contexts, curriculum will need to have a detailed developmental sequence for learning English
Modify standards to meet ELL needs of second-language development
In order to change curriculum
Team of educators (ESL teachers)
Address full range English language competencies
Focus on social integration and language for academic achievement
Include instruction for language in each content area
Safe-space opportunities for ELLs to practice expressive language skills in order to participate confidently
Collaborative learning groups
School Counseling: Supporting ELLs
Working with Teachers
Teachers are allies to prevent multi-cultural issues
Promote cultural diversity
Help new immigrant students by providing special attention
Provide staff training workshops
Need their support for classroom guidance lessons on diversity
Awareness of how culture shock and immigration related stressors effect students and promote acceptance
Look for possible issues to report to counselors
Working with Parents
Implement formal and informal settings for parental involvement
Answer parent's questions
Counselors must be flexible, willing, and proactive in working with parents from a variety of cultural and ethnic backgrounds
Working with Administrators
Administrators are key partners in ELL success
Lead school body in multicultural coexistance
Counselors must take initiative
Avoid power struggles
American School Counselor Association. (2005). The ASCA national model (2nd ed.).
Alexandria, VA: Author.
Ash, A. C., Rice, M. L., Redmonda, S. M., Nippold, M., & Pruitt-Lord, S. (2014). Effect of
Language Context on Ratings of Shy and Unsociable Behaviors in English Language
Learner Children. Language, Speech & Hearing Services In Schools, 45(1), 52-66
Chi-Ying Chung, R., Bemak, F., & Grabosky, T. K. (2011). Multicultural-Social Justice
Leadership Strategies: Counseling and Advocacy with Immigrants. Journal For Social Action In Counseling & Psychology, 3(1),
Cummins, J. (2010). Empowering English Learners. Pearson North America. [Video file].
ESOL Program (n.d.). Meet the teachers [image]. Retrieved from
www.forsyth.k12.ga.us500 × 455Search by image
For School Counselors (n.d.). Portraits of Struggling Readers [image]. Retrieved from
www.fwps.org3008 × 2000Search by image
For School Counselors. (n.d.). Retrieved from
French, M. (n.d.). Putdowns & comebacks. Retrieved from
Goh, M., Wahl, K. H., McDonald, J. K., Brissett, A. A., & Eunju, Y. (2007). Working With
Immigrant Students in Schools: The Role of School Counselors in Building Cross-Cultural Bridges. Journal of Multicultural
Counseling & Development, 35(2), 66-79.
Hilliker, E., Gordon, C., & Morris-Rutledge, S. (2015). Academic Vocabulary & Higher Order
Questions For ELLs. [Powerpoint].
Jiminez, J. (n.d.) Enhancing Practice with Early English Language Learners. [image]. Retrieved
From www.futureofchildren.princeton.edu350 × 233Search
Minnetonka (n.d.) A new REL-NEI Issues & Answers Report is a resource for classroom
teachers, ESL specialists, district administrators, and state education officials [image]. Retrieved from
www.minnetonka.k12.mn.us300 × 209Search by image
NEA Priority School Campaign. (2012). English language learners: culture, equity, and
l anguage. [video file]. Retrieved from https://www.youtube.com/watch?v=5HU80AxmP-
NewsTimes (2014) DHS reaches out to immigrant parents. [image]. Retrieved from
www.newstimes.com368 × 471Search by image
Niehaus, K., & Adelson, J. L. (2013). Self-concept and native language background: A study of
measurement invariance and cross-group comparisons in third grade. Journal Of Educational Psychology, 105(1), 226-240.
Portland Community College (2011). School counselor—Andrea Rose. [Video file]. Retrieved
Rance-Roney, J. (2009). Best practices for adolescent ELLs. Supporting English langauge
learners. Vol. 66 (7). P. 32-37.
Reading Rockets (2011) For School Counselors | Reading Rockets [image]. Retrieved from
www.readingrockets.org635 × 330Search by image
Suarez, M. M., & Dominguez, M. M. (2015). "Carrying that Weight": ESL Teacher Negotiations
Toward Advocacy and Equity. Radical Pedagogy, 12(2), 3.
Tatar, M. m. (2012). School counsellors working with immigrant pupils: changes in their
approaches after 10 years. British Journal Of Guidance & Counselling, 40(5), 577-592.
The Providence. (2013). Immigrant youth navigate culture shock. [Video file]. Retrieved from
Winsler, A., Kim, Y. K., & Richard, E. R. (2014). Socio-emotional skills, behavior problems,
and Spanish competence predict the acquisition of English among English language
learners in poverty. Developmental Psychology, 50(9), 2242-2254.
Navigating Culture Shock and Cultural identity
Psychological Factors to Consider:
Academic & Environmental
Live in Poverty
Parents with limited education and non-native speakers
High risk for developmental inhibition (Winsler, et. Al, 2014)
Lack of educator enthusiasm
Budget cuts/lack of federal funding- limited resources
Stigma of unwelcome presence in schools
Limited English or formal schooling
Constant inappropriate & culturally biased assessments (Rance-Roney, 2009)
Lack of understanding has resulted in withdrawn ELL students being misdiagnosed
Increased shyness & unsociability toward English speakers
Behavioral inhibition, social isolation, sociometric neglect, and feelings of rejection (Ash, et al., 2014)
Counselors focus on helping ELL students develop a cultural identity as well as becoming familiar with a new one
Make sure ELLs understand counselors role & the realm of a counseling session (Chi-Ying, 2011).
Group and Family Counseling
Referrals for family counseling and assistance
Support Group session in school for ELLs to have a safe and comfortable place to discuss concerns and develop cultural identities.
Suggests students' moral and emotional well-being, and academic learning is essential in developing their identity.
Achieved through the attention, investment, and advocating for these students by counselors and teachers (Saurez, 2015).
Collaborative Program Model
Promote and Implement ELL Accommodation
Bring awareness to teachers and administration
Modify assessments that are culturally non-biased
Extend time to learn for effective instruction
Limit homework (Rance-Roney, 2009)
Teachers need to appropriate vocabulary
Individual progress records
Individual therapy sessions
Result of these 3 Models:
Decrease misdiagnosis of ELLs with learning disabilities
Increase academic success, self-esteem, confidence, and self-concept
Decrease emotional and behavioral issues in the classroom.