Bilingual Education And Academic Success Advocacy Action Plan
Monica Boddie
I spoke with the officials at Christopher House Logan Square on the south side of Chicago concerning my advocacy action plan. I spoke with one Master teacher, a Teacher assistant, and a Social Worker. I shared my long term goals, short term goals, and the reasons that I chose the plan that I did.
Bilingual Education and Academic Success: focuses its attention to parents, educators, speech pathologist, paraprofessionals, psychologist, teachers, and other professionals that can help students and parents. As I focus on the people to help our students I put emphasis on the ESL and the ELL students. Support will be given form the other professionals as needed. Language development in the students will also be a focus as attention to student is essential for this advocacy plan to work effectively.
Factors that contributed to your selecting this focus: the factors that contribute to me selecting my focus are that there are many students at my school that are bilingual. I have seen a few students who are just learning the English language as they are entering into our program. We have ESL and ELL learners who are experiencing a few problems with language, sometimes this can cause social emotional issues if we as professionals are not on top of helping the students as soon as possible. I am moving toward all students being proficient in English, and able to attain academic success. Another factor that contributed to my selecting the focus that I did because many parents that immigrate to the United States are hoping for a child who is proficient in English, has received academic success, and is able to help the family to move to a higher earning bracket with reference to job placement.
The proposed short- and long-term goals you have identified:
Proposed short- and long-term goals: my short term goal is for the child to become familiar and comfortable with speaking and writing the English language. My long term goal is for success with the English language and proficiency with the language as well as a move toward academic success.
A description/analysis of your key audiences: my key audiences are the student, parents, teachers, paraprofessionals, psychologist, speech pathologist, the community, educators and anyone interested in the bilingual child’s achieving academic success.
Three solution-oriented messages and ways in which you specifically created these messages to target your key audiences and inspire action:
That bilingual education shows how the environment should focus on meaning rather than on form with the teaching of bilingual education.
There should be an educational approach for students to become proficient in the English language rather than inclusion with expectations for good results.
To help students to learn English quickly and meet grade-level standards in English.
The ways in which I specifically created these messages for a targeted audience to inspire action is by pointing out areas that many others may have taken for granted. I have shown that education is essential for the bilingual learner as well as for any other learner.
Challenges you experienced in identifying your key audiences and your three solution-oriented messages: The challenges that I faced was to gain the respect and trust of the parents immediately, and to have them to meet appointments as well as parent conferences. The trust and respect came gradually as the parents and families saw that we had the student’s academic success as a forefront to learning the English language.
Questions for your colleagues about your focus, goals, messages and/or any additional support you are looking for at this point, as well as any questions or concerns you have about the advocacy process so far. The support that I need is to find web sites that are able to help me with my plan, as well as finding materials, pamphlets etc. to give to the parents that are in English as well as their home language. I am interested in information from Action for Children, FSS Family Support Services, United Way, and DHS Department of Children and Family Services. If anyone could provide me with resources that will help with my advocacy plan, and or my blog concerning Bilingual Education and Academic Success; I would greatly appreciate it.
After sharing my information with the Master teacher, Teacher assistant, and the Social Worker, I came to the conclusion that I could go to the Alderman's office to speak with the officials there, and that I could go the other neighborhood Library as well as talk with community leaders in the Logan Square community. I really appreciate the professionals at Christopher House taking time out of their day to help me with my advocacy action plan. I also appreciate all of my colleagues both at Kendall College and at Christopher House who have helped me in the putting together of my advocacy action plan.
When asked what recommendations would you make regarding advocacy for early childhood education? The consensus was that I need to share the plan and schedule another time and place to discuss and share ideas and concerns with the advocacy action plan. Are there any other people associated with this program and/or community that you think I should talk to about ways in which I can apply one of these topics to advocacy efforts that will benefit the children and families, staff, program, and/or community in which you work? The Master teacher stated that during one of our parent meetings that I could talk to officials as well as parents and families at the same time.
