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References
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Positive Change
for ELLS
Dual Curriculum
In order to change curriculum
Care Theory
Noddings (1992)
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
Result of these 3 Models:
Community & School Staff
Cultural Empowerment
Counselors focus on helping ELL students develop a cultural identity as well as becoming familiar with a new one
Psychoeducational Interventions
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.
Working with Parents
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)
Working with Administrators
There is an immense amount of challenges expected to navigate
Working with Teachers
Navigating Culture Shock and Cultural identity
Psychological Factors to Consider:
Academic & Environmental
Challenges
Environmental Factors
Social-Emotional:
Academic:
School counselors play a critical role in the lives of young readers — especially children who are struggling to learn.
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.