A Place for Everyone – Inclusion for Multilingual Learners
By Dr. Denise Furlong
The general education classroom is sometimes viewed as an exclusionary place that one needs a “golden ticket” to enter. Students with learning disabilities, linguistic diversity, varied learning styles, or behavior challenges may not have access to that ticket–or their ticket may indicate that they are “standing room only” (or a probationary basis). There may even be an invisible line that separates children by their race or ethnicity. When placements in different types of classrooms are viewed as a reward for privilege, the system is broken.
All students–including Multilingual Learners (MLs)–are entitled by law to education in the environment with the fewest supports that they need in order to be successful. This means that these students are not isolated from their peers in self-contained programs if it is not absolutely the most appropriate environment for them. For many students, this appropriate placement may be in a general-education classroom with their peers along with language supports or other differentiation within that classroom. The types of supports that students may need are as individual as they are and should not be determined by what the school “typically” provides for students. In fact, when we discuss the needs of “diverse learners,” we must understand that all students have diverse needs, not only the ones who look “different.”
When considering placement decisions for MLs, the lack of preparation of the teachers to teach diverse learners cannot be part of the equation. It is the responsibility of the school district to ensure that all educators are trained and supported in meeting the needs of all learners. Inclusion within the general-education classroom is not always executed in the manner that meets the needs of diverse students, but when it is done correctly, it is beneficial to all students. Following is a list of non-negotiables that support a successful environment for inclusion.
Ten Commandments of Inclusion
- All learners have the right to the education that is most appropriate to their needs.
- All learners have the right to highly-qualified content-area teachers or specialists who are trained in inclusion and co-teaching.
- Access to grade-level curricula for everyone is crucial for every learner.
- All learners belong. All teachers belong.
- The objectives are the same for all learners; the manner in which different learners achieve the objectives may vary.
- All teachers are responsible for all learners in the class.
- Co-teachers must have time together within their contractual day in which they can plan.
- No learners are marginalized (geographically, academically, or socially) in the class.
- Diversity is valued and celebrated in class (and in the school community).
- Administration must be knowledgeable and strong proponents of co-teaching models.
Questions may arise when considering these commandments of inclusion. Why are these commandments critical to the success of all learners? How do educators ensure that these commandments are respected in all classes with all learners? What message does our commitment to inclusion and diversity give to our school community as a whole? What do these commandments look like in action?
Although number 10, strong advocacy by school administration is the essential building block to empower a culture of inclusion for MLs and provides the space for many of the other commandments. This is evident in the creation of teachers’ and students’ schedules, the hiring process, classroom observations and professional learning opportunities for all staff, and the constant reflection on what they can do better to fully meet the diverse needs of all students. Cecilia, an ESL/Bilingual supervisor, reports that she maintains open communication with her teachers of MLs and is amenable to making schedule changes or adapting individualized support for MLs to best meet their diverse needs (C.Zimmer, personal communication, February, 2022). This flexibility and communication are critical, as it is imperative that all educators understand that scaffolds and supports for diverse students may change as their language proficiencies increase or their academic needs become more apparent. This is also an important factor as “Newcomer” students arrive into districts. Administration must ensure that the environment of the school welcomes and celebrates all cultures that are represented by the community; it must be evident in the classrooms, all curricula, and within the school environment as a whole. School culture like this is more than the token multicultural assignments at different points in the year; this is a living and breathing component of a representative and connective pedagogy that is essential for all students.
Dr. Ilene Winokur discusses the critical need for belonging in schools, especially for MLs (2021). This sense of belonging can be fostered by several of the ideas within these commandments. MLs have the right to access to grade-level curricula in a setting in which they learn collaboratively with their peers. This does not mean that they are “guests” in a general education classroom, or that they all sit together in the back corner of the room. They (and their teachers!) are integral parts of the classroom community and deserve to interact with their peers in all activities. Allyssa, a 7th grade general education teacher, reports that constant conversations with her in-class support teachers are required to adjust activities in her class to ensure access for all learners (A.Townsend, personal communication, January, 2021). She recalls a time in which her class participated in a “Readers’ Theater” activity in which her students acted out parts in a play about the American Revolution. All students were assigned parts – even her MLs. With the support of the ESL teacher, scaffolding, and lots of practice prior to the activity, all students participated in this activity that was memorable for everyone. One of Allyssa’s general education students commented on how she loved working alongside her peers who so bravely spoke out in a language that they were still learning. Creating this kind of atmosphere of support and the celebration of “risk taking” is essential for all students to feel a sense of belonging and opportunity for growth.
Consistent and evolving professional learning for all staff members is a crucial part of establishing and maintaining an environment that supports successful inclusion. According to Furlong and Spina (2022), educators at all levels must be empowered to make change, acknowledged for their expertise, and supported in their needs through professional learning and connections. Administrators cannot assume that teachers and paraprofessionals seamlessly understand how to work together to meet students’ diverse needs, in addition, administrators must listen to staff to understand the specific dynamics of each class and provide support in whatever ways that benefit the students. Opportunities for individualized, targeted, and supportive professional learning for all educators are critical to creating a school environment in which everyone is a learner in order to provide educational excellence.
Why inclusion and why co-teaching?
In the past, students who had needs other than those of the mainstream were placed in different settings to accommodate those needs. Only the students who met certain criteria were “invited” to the general education classrooms. This type of segregation is harmful to all students–not just those being excluded. Not every student’s best placement is an inclusion setting, but all students thrive in environments where all types of diversity are embraced.
Inclusion has historically referred to a class in which there are students who have IEPs (Individualized Education Plans) learning alongside general education students. More recently, however, this format has also included MLs who are in general education classes learning through a co-teaching model with a certified ESL teacher. When MLs have access to content-area experts alongside their native-English-speaking peers, they have the opportunity to learn content and language in a way that is authentic and accessible. To be clear, MLs are entitled to this type of equitable learning; it is only now that districts are recognizing that they must meet MLs needs in this way. “It is critically important that all educators see themselves as language teachers, no matter what is on their certificate” (Spina, 2021, pp. 33-34).
As all learners have access to the general education classrooms and curricula, they also gain much more. The sense of belonging in the school community is crucial for students’ SEMH (Social Emotional Mental Health) and their academic progress. Winokur (2021) explains how students need to feel “safe, valued, and included” (p. 91). As learners feel that sense of belonging, they often will participate more in the school community outside the classroom, providing them with other types of connections as well as different forums in which they can develop language. As activities within the school and community reflect the diversity of the population, more learners gain access to those feelings of belonging.
It is important to acknowledge the qualities of an effective and accessible co-teaching model. All educators are empowered and respected as teachers who are “responsible” for all students in the room; it is crucial to establish this mindset immediately to avoid separation into “my students” and “your students.” A truly cohesive class setting benefits all students through the respective expertise of two (or more) educational professionals. A co-teaching model with a content-area expert and an ESL teacher sends a message to the students that diversity is something to embrace and celebrate. No one teacher is more “important” in the class, and no one group of learners is the target audience. When teachers model that all students have different needs and perspectives–and they all are valuable and an integral part of the class–they build that sense of respect and connection within the community. The entire school community, administrators, teachers and students become stakeholders in everyone’s success.
Representative & Connective Pedagogy
Inspired by Culturally Relevant Pedagogy (Ladson-Billings, 2021), Representative and Connective Pedagogy is a movement that defines the goals of inclusion for MLs. It is important that schools and teachers create an environment in which all students (and staff!) feel as if they belong there. This can be achieved through reflection on teaching practices, materials that include diverse perspectives and experiences, and a community in which differences are celebrated. Also crucial is professional learning available to all educators about diversity, SEMH, and ways to make all content accessible to all learners.
Representative and Connective Pedagogy:
- empowers all learners and fosters connections among them;
- acknowledges, values and celebrates the diversity of learners and educators;
- bridges gaps between languages, cultures, perspectives in ways that benefit all;
- creates a culture of acceptance/celebration in the classroom/school;
- provides an environment in which all learners feel safe and willing to take risks;
- encourages collaboration with and among diverse learners;
- includes literature that represents all learners in all curricula;
- analyzes curricula and ensures that different perspectives are represented;
- builds schema for all learners in diverse topics/cultures;
- prioritizes relationships and connections in classrooms/communities;
- understands that learners’ families are a integral part of their identities;
- meets varied educational needs with dignity and age-relevant materials
It is important to understand that diversity–even among MLs–includes differences in many aspects of life. Diversity includes (but is not limited to): Language/culture/ethnicity, race, family structure, gender roles and identities, abilities, sexual preferences, communities/SES, SEMH perspectives, medical differences, physicalities, academic abilities and challenges, interests, talents, past school experiences, responsibilities outside of school, social issues, and shared experiences. Educators must intentionally reflect upon the various ways that our MLs are diverse within their interactions with them and seek ways to connect with them through those differences.
Representative literature in class read alouds and libraries that provide mirrors, sliding doors, and prisms for them (Krishnaswami, 2019) must include the many different ways the school community is diverse. The languages spoken by learners and teachers in the classroom are included in everyday activities. Collaborative learning groups are intentionally and dynamically designed for purpose-driven activities and provide all learners with opportunities to communicate and connect with peers. Educators are knowledgeable and cognizant of cultural and educational differences that affect students’ behavior and academics and understand best ways to support them. Educator biases are acknowledged and reflected upon and ways to overcome them is at the forefront of all conversations and initiatives. Educators have a safe space to acknowledge their own challenges and receive support without judgment.
Some MLs come to school districts having experienced schooling in a different way that is typical of students in the United States. These students may be SLIFE (Students with Limited or Interrupted Formal Education), or their educational experiences may have had a different focus than our schools. Kara, a 5th grade general education teacher, describes a student whom she taught in the past whose education in his native country was with a local shaman rather than a “traditional” classroom setting (K.Holler-Perez, personal conversation, January, 2021). While these school backgrounds do not “match” those of students in the United States, these children all have had valuable learning experiences–in and out of school. Educators of all diverse learners must build on these unique experiences and leverage those learning opportunities that build their schema and knowledge of the world.
Another way that embracing and celebrating diversity is evident in schools is the representation of diverse populations in extra-curricular activities or other honors. Are MLs elected to student council or chosen to be captains of sports teams? Are they peer leaders, members of honor societies, or chosen to be in focus groups to represent the voices of their peers? What is the percentage of MLs who have access to gifted and talented or enrichment courses? Schools can provide whatever points of access are necessary in the classroom by means of fulfilling requirements, but the true measure of representation and connection is the diversity of the opportunities outside class that is integral to the school community.
Final reflections
Inclusion for MLs is necessary to provide equity in education for all members in the school community. When diverse learners (read: all students) work together on both content and language objectives, they become stakeholders in one another’s success. These students become empowered and knowledgeable about varied views, abilities, and perspectives. Those community connections forged through collaboration in the classroom provide skills that will benefit them throughout their lives.
The Author – Dr. Denise Furlong is an Assistant Professor/Director of the Reading Specialist Program for Georgian Court University. She has taught MLs for over twenty years in the New Jersey public school system, ranging from kindergarten through 12th grade. She is the author of Voices of Newcomers: Experiences of Multilingual Learners (2022). You can connect with her on Twitter @denise_furlong.
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Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Corwin
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Spina, C. (2021). Moving beyond for multilingual learners. EduMatch Publishing.
Winokur, I. (2021). Journey to belonging: Pathways to well-being. EduMatch Publishing.