"My name is Miguel Castro. I’m a Lead Student Organizer at SMART which stands for Student Multi-Ethnic Action Research Team. I am a recent graduate of Woodrow Wilson High School and next year I'll be attending University. For the past five years, we have been conducting action research on graduation success among English Language Learner Students in DCPS. Our research has led us to write the Language Access for Education Amendment 2015 alongside the Language Access Coalition and Councilmember Grosso. Even though we believe that this is not the solution, it is the first step to improve the path to graduation."
The students provided Council members with examples of their experiences with lack of language access including not being able to enroll in schools, not receiving proper orientation, not having guidance on campus, not having teachers or staff members that understand how to interact with ELLs, not being able to communicate with school nurses and many more discouraging experiences. Mario Godoy for example explained that,
“during my first two years in high school I could not understand what the lunch staff were asking me. Sometimes I wouldn’t get lunch because I wouldn’t know how to ask for it.”
SMART members outlined specific ways each part of the Amendment will improve their and all future DCPS ELL’s experiences and educational attainment. They demanded these changes so that they can have the same opportunities that mainstream students receive with the respect and support they and ALL students deserve.
First, DCPS needs to employ a Language Access Coordinator at every school with 3% or higher ELL student population:
“We believe that the Language Access Coordinator should organize an orientation for new students to navigate the school system and make sure interpretation is happening at parent teacher conferences within the school” (Franck Tchoukeu).
Second, bilingual or ESL certified staff members need to be employed in schools with ELL populations. Paola Perez stressed the importance of this when she explained, “counselors are there to advise students, to help students with their struggles. How can a counselor help an ELL student if s/he does not speak the language that the ELL student speaks?”
Third, as Hein Naing explained, there needs to be increased training for staff, teachers and counselors working with ELL students.
“The ELL students and the staff are having a hard time because there is a barrier between them. A barrier that can be broken by training the staff on how to handle and interact with ELL students.”
Finally, SMART members demand that there be translation of all visible signs and interpretation services available to all campuses. “It would have been easier for my parents, teachers and myself if an interpreter was used [at parent teacher conferences]. My parents and teachers would be able to speak freely and honestly.” Yordanos Zegeye
As we keep pushing for more language access in our schools and work on the next steps in this legislative process, we would like send a special thank you to Councilmember Grosso, the DC Language Access Coalition and all the advocates and community who were present to share their stories and keep pushing for language access for ALL!