{"id":426,"date":"2014-09-30T15:15:08","date_gmt":"2014-09-30T20:15:08","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=426"},"modified":"2015-11-10T08:12:09","modified_gmt":"2015-11-10T14:12:09","slug":"esl","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2014\/09\/30\/esl\/","title":{"rendered":"ESL? What does that mean for Lutheran schools?"},"content":{"rendered":"

By: Mark Zondag<\/em><\/p>\n

Remember singing the song, \u201cJesus loves the little children, all the children of the world, every\u00a0color, every race–all are covered by his grace, Jesus loves the little children of the world.\u201d \u00a0I remember singing that song when I was growing up. \u00a0I have taught that song to children but, how often do we really think about these words? \u00a0If we really consider the lyrics, do we actually reflect the attitude of this song in our schools? \u00a0Can we say, by objectively looking around at the ethnicities of our students, that God does love all the little children? \u00a0If schools are meant as a means of outreach, are we reaching out into all communities or just one?<\/p>\n

The United States is becoming more heterogeneous as each year passes. The Census Bureau projections through 2050 suggest the non-Hispanic white portion of the United States population will decline from about 65% to a little more than 45% (Crouch, 2007). \u00a0As a church body dedicated to making disciples of all nations, this means that as each year passes we need to be more focused on cross cultural outreach. \u00a0In our Christian Day Schools, one way to reach out into our ever changing communities is English as Second Language education.<\/p>\n

Between 2009 and 2011 the American Community Survey 3-year estimate indicates about 13% of the total United States population or a little less than 40 million people, presently living in the USA, were born outside of the United States. \u00a0Among the total population in the United States 5 years or older, 20.6% speak another language at home that is not English and a little less than half of this group speaks English less than \u201cvery well\u201d (U.S. Census Bureau). \u00a0It is important to note too that Census data frequently under counts minorities which means this number could be even higher. \u00a0What this means is that 1 of every 5 people in America between 2009 and 2011 spoke another language other than English language at home and 1 of every 10 people in the U.S. speaks English less than \u201cvery well.\u201d<\/p>\n

According to the U.S. Department of Education, National Center for Educational Statistics (2014), in the 2011-2012 academic year English Language Learners (ELL) in public schools were 9.1% of the population. \u00a0This is a slight increase from the 02-03 academic year where ELL students were 8.7% of the total population. However, in some states, such as California, this number raises to 23.2% of the student population and in other states, such as West Virginia, the number drops to 0.7% of the population. In 2011-2012, ELL students in cities accounted for 14.2% of the total public school population. In suburban areas these same students made up 9% of public school students. \u00a0In towns and rural areas, the number drops even further to 6.2% and 3.9% of the population, respectively.<\/p>\n

That was a lot of data, what does this mean for Lutheran schools? Since we are told to make disciples of all nations and our Lutheran schools are able to provide a more personal and holistic education many public schools cannot, we need to start looking at our schools and recognizing if they reflect our community and its needs. \u00a0When we start reflecting our community\u2019s needs, we will be able to reach a different population through our schools that would otherwise not enter our churches.<\/p>\n

If we wish to not only reach but retain students and families, we need to have teachers that are comfortable working with foreign cultures. As every culture is different, our teachers need to be aware of these differences and know how to work with them as not to create an unnecessary barrier to education or, more importantly, the Gospel. In some cultures, school is not seen as a place to learn social skills but academic skills to be successful. \u00a0In these cultures group work and after school hobbies, not directly related to classes, are seen as unnecessary or inefficient. \u00a0In the USA, we emphasize getting involved in after school activities for the social benefits as well as group work during school. \u00a0So, if we have a family with this cultural background in our school, it will be helpful to our teachers to understand this difference to better help these students succeed in our classrooms. \u00a0Also, this knowledge will help the teachers convey the importance of these activities to the parents in a patient and appropriate way if they have questions about it. \u00a0This will help retain students as that the parents are involved in their children\u2019s education.<\/p>\n

If there is a language barrier for those who speak English less than \u201cvery well,\u201d which is about 1 in 10 people in the US, the schools will need support from teachers or congregation volunteers who can communicate in the native tongue of our families. \u00a0This will help the families feel more involved in their child\u2019s education as well as help bond them to our school. \u00a0Also, if a student is still developing their English in our school, a teacher that can communicate with them will be able to keep them involved in school activities. \u00a0Also, many ESL students struggle with the difficult academic English we use in school. \u00a0These teachers and volunteers will be able to explain these difficult terms the student might not be used to hearing outside of school and lessen the language barrier.<\/p>\n

How can we help our schools reach into these communities? First, we need to continue encouraging our future teachers to take some time, before their call, to go do mission work abroad. \u00a0We have a great many different ESL outreach programs throughout the world doing some wonderful mission work with the Gospel. Whether it is Russia or Peru, working in an ESL environment gives our teachers valuable experience they can bring into their future work in these diversifying communities. Second, we need to be encouraging our teachers in these communities to take professional development classes in ESL Education. If we have the resources, we could even start this in their undergraduate teacher program. \u00a0Finally, we just need to encourage our schools to market themselves directly to the communities they are in. \u00a0Hopefully, with the Lord\u2019s blessing, our teachers with cross cultural experience and ability to speak other languages will be an encouragement to the community to trust their children\u2019s education to us.<\/p>\n

As our schools reach into their communities, the larger diversity of people will bring a greater diversity of ideas and talents from the parents, teachers, students, and the people involved in the school. \u00a0This also gives our churches the opportunity to also engage these families spiritually.<\/p>\n

The United States is changing. \u00a0In less than 40 years, non-Hispanic white population of America will decrease about 20% to less than half of the population. We should be looking at our schools and doing our best to have them reflect the communities they are in. \u00a0If they do, let us continue supporting them. \u00a0If they do not, let us encourage them to reach out into their community and do the work we should be excited to do. \u00a0This will not be easy as that the devil will do whatever he can to stop the work of the Lord. \u00a0However, we can take solace knowing that whatever we do for the Lord will not be done in vain (1 Corinthians 15:58).<\/p>\n

Mark Zondag serves in WELS Russian ministry through ESL Outreach in Tominsk. He has previously spent two years doing ESL work in Asia. He plans to enter the Staff Ministry program at MLC in January.<\/span><\/em><\/p>\n

References:<\/p>\n

Crouch, R. (2007, November 15). The United States of education: The changing demographics of the United States and their schools<\/i>. Retrieved September 11, 2014.<\/p>\n

U.S. Census Bureau. (n.d.). American Community Survey<\/i>. Retrieved September 11, 2014, from http:\/\/factfinder2.census.gov\/faces\/tableservices\/jsf\/pages\/productview.xhtml?pid=ACS_11_3YR_S0201&prodType=table<\/a><\/p>\n

U.S. Department of Education, National Center for Educational Statistics. (2014). The Condition of Education 2014<\/i>, English Language Learners. <\/i>Retrieved September 11, 2014, from http:\/\/nces.ed.gov\/fastfacts\/display.asp?id=96<\/a><\/p>\n

 <\/p>\n

Share this:<\/h3>