Creating An ESL Advisory Board

Tina Edstam advises elementary school ESL teachers on an idea used in the private business and non-profit sectors.

If she were to write a classified ad, it would probably read, "Desperately Seeking Support." This is frequently the plea of an elementary school ESL teacher who finds herself functioning as the sole link between her English language learners and an educational environment which is not only foreign to both students and families but often very intimidating as well.

This teacher’s need for professional support becomes even more urgent in the following situations:

• The ESL teacher is the only ESL teacher serving her school;
  
• The ESL teacher is itinerant (i.e. she travels to two or even three schools in her district);
  
• The ESL teacher is in a district where ESL services are in their infancy and staff awareness and understanding of ESL issues are
  limited.
  

What support then is available to elementary school ESL teachers who find themselves in this challenging position?

By creating an ESL advisory board, the ESL teacher is reaching beyond the ESL classroom to the school itself and to the greater community to find people who are willing to support her while she supports the social, academic, and linguistic needs of her English language learners. An advisory board also provides a means for advocating for students in a constructive and inclusive manner. By virtue of its participant make-up, an advisory board can provide crucial links to community networks as well as to the educational expertise of school staff. The existence of such a board also serves as an acknowledgment and affirmation of the importance of serving English language learners; it becomes a springboard for connecting the public schools with the immigrant and refugee communities they serve. As a volunteer board, it also has no financial
strings attached.

The first step in creating an ESL advisory board is to obtain the elementary school principal’s endorsement for such an undertaking. Having a principal favorably disposed to the formation of a board sets a positive tone for the staff, sending a message of encouragement to those who are asked to actively participate. From my own research (Edstam, 1998), I learned from many elementary school ESL teachers, that "the staff takes its cue from the principal" (p. 148). The emotional and psychological climate of a school environment regarding its English language learners usually begins with the attitude of the school principal.

Once the board idea has been accepted, the ESL teacher needs to create a list of possible candidates whom she can invite to serve as board members. Since the situations I have described above indicate a lack of other ESL support, I make the assumption that there are no other ESL teachers available. If they are present in the district, their initial collaboration and continual support and participation would certainly be called upon during the planning phase to discuss and promote the advisory concept. But who else should be considered
in this process?

First, look to like-minded mainstream teachers who, by their sincere interest in and positive attitude towards their English language learners, have shown a sensitivity to ESL issues and to the education of these children. Mainstream teachers who have sought out their ESL colleagues to ask about second language learning, about aspects of their students’ cultures, or about different learning styles, would be good candidates, for their very questions indicate a willingness to learn more about their new learners and how to best teach them.

I would also include on my initial list other school personnel whose input would bring distinct educational perspectives and academic experiences to bear on the issues. Among those would be the school librarian, whose help can be of enormous importance to the ESL teacher in selecting appropriate reading material for her students and possibly advocating the purchase of books in the students’ native languages. The school reading specialist is another staff member whose expertise is often called upon for English language learners who qualify for different federal funds that pay for additional reading instruction. Both a school guidance counselor and a school nurse can contribute a point of view reflecting their own fields of expertise and add to the advisory board discussions in meaningful ways.

Educational assistants with ties to the immigrant communities, as well as bilingual aides who serve as school translators, might be possible choices. Reaching further into the community to groups already established to address specific immigrant and refugee issues might tap into those who would be willing to offer their social, cultural, and linguistic knowledge and understanding. I would also seek out parents
of either mainstream students or ESL students who have shown an interest in participating at a more active level in their children’s school on behalf of English language learners.

A final group to consider would be teacher educators or professors from nearby colleges and universities whose coursework and academic expertise reflect their interest in ESL. If institutions of higher education are not located nearby, email contact might be possible allowing board meeting minutes to serve as a vehicle for responses. Interactive video, if available and affordable, is another option.

Once the candidates have been recruited and the advisory board formed, members can determine how frequently to meet. Serving as the initial chairperson, the elementary school ESL teacher creates her board meeting agendas to reflect her own concerns as well as those contributed by the board members. A format is then established that not only supports the ESL teacher but reflects school and community support for immigrant and refugee students.