Fairbanks, Crooks, and Ariail, "Becoming Something Different"

ELLs are considered to be less proficient in schools than students who only speak English. However, studies have shown that being multilingual benefits children by promoting an increase in brain functioning and further developing cognitive skills. So if children are more intellectually adept for knowing multiple languages, why are they performing below school standards? One thing we know for sure is that "ELLs are disproportionately placed in special education programs" (Page 8). Deficiency and ELLs have been intersected for years and what I still have yet to understand is why are these students considered deficient? Just because their native language is not English it does not mean that they are incapable of academic proficiency. Many come to argue that they are placed in remedial classes because of their standardized testing results, but maybe they cannot pass these tests simply because it is written in a language that is not familiar to them. Those tests are written in a format to benefit the students that already know English, so of course they will not do well if they can't even understand the directions. These tests are just another example of privilege and power because those students that cannot pass these tests are held back since they are generally graduation requirements.

Esme "liked school more because she developed a group of friends who made her feel like a part of the school community" (Page 9). Becoming part of the American community was important to Esme. We also see examples of belonging to a community in "Aria- Hunger of Memory" by Richard Rodriguez. It is important for these students assimilating into American society to feel like they are a part of the community that they live in. Esme was a shy and quiet student, but her friends always made her feel included.

Esme positioned herself from a student that needed help in middle school to a student who wanted easy classes in high school and she "saw herself as a good student, but she did not see herself as smart" (Page 20). By changing her schedule and placing her in regular and remedial classes, Esme was not challenged. She became preoccupied on the idea of feeling comfortable and "just passing". The school never motivated her to challenge herself by taking honors classes or one AP class. They wanted her grades to look good and most importantly they wanted her to pass the standardized tests. Her idea of being a good student only embodied good behavior rather than intellectual ability. Esme sold herself short, she wasn't challenging herself and she didn't believe in herself. She looked up to students that took challenging courses but never thought she was smart enough to do it herself. By placing her in remedial classes, the school system stripped away her confidence which would have been an important tool to her academic growth.

What are your thoughts on the common core and standardized testing? What can be done to separate deficiency from ELLs?

This is a video about the struggle that ELLs undergo in schools.