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References

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),

86-102.

Cummins, J. (2010). Empowering English Learners. Pearson North America. [Video file].

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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

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measurement invariance and cross-group comparisons in third grade. Journal Of Educational Psychology, 105(1), 226-240.

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approaches after 10 years. British Journal Of Guidance & Counselling, 40(5), 577-592.

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Positive Change

for ELLS

Collaborative Program Model

Dual Curriculum

  • 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
  • Teacher-student interactions
  • Collaborative learning groups

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

  • 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
  • Align curriculum
  • Cross cultural/cross content projects
  • Monitor ELL student progress

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.

Advocacy

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).

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.

School Counseling: Supporting ELLs

Models to Contrast

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)

  • 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

ELL Challenges

Working with Administrators

There is an immense amount of challenges expected to navigate

  • Obvious academic obstacles: achievement gap/language gap (Hillicker, 2015)
  • Social-emotional
  • Economic and environmental
  • Psychological
  • Cultural identity issues
  • Misconceptions- aka stereotypes
  • Prejudices and intolerance

  • Administrators are key partners in ELL success
  • Empower teachers/counselors
  • Lead school body in multicultural coexistance
  • Counselors must take initiative
  • Promote awareness
  • Avoid power struggles

Working with Teachers

Navigating Culture Shock and Cultural identity

Psychological Factors to Consider:

  • Build partnerships
  • 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

Academic & Environmental

Challenges

Demee Williams

  • 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)

Environmental Factors

  • Live in Poverty
  • Parents with limited education and non-native speakers
  • High risk for developmental inhibition (Winsler, et. Al, 2014)

Counselor' Role

Social-Emotional:

  • 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)

Academic:

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).

Rationale

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.

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