Examining the Structures That Impact English Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom

Wassell, B., Hawrylak, M., & Lavan, S. (2010). Examining the Structures That Impact English       Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom. Education and Urban Society, 42(5), 599-619.

This study interviewed and examined the experience of 14 former ELLs that had been accepted into an ESL bridge program at the state university in the Northeast.  It describes what structures work for ELLs in the general education high school setting, as well as what is prohibitive.  The study focuses on agency, described as “an actor’s power that originates from awareness of schema or control of resources” (Wassell, Hawrylak,  & Lavan,  2010, p. 603).

According to this qualitative study, the first “problem” with ELLs is exactly that - a perceived problem of deficiency; whether it is linguistic, educational, or cultural, students are frequently viewed as their deficiency, rather than what the student is capable of.  Also, students are all too often stereotyped as having similar backgrounds, when in all actuality every student’s story is extremely different. 

Some of the structures the article discusses that can empower students to act for themselves include space, time, and caring.  First, space represents spaces in which teachers can have one-on-one contact with students to practice English, receive encouragement, and receive alternative resources; it may also represent space for students to build relationships with their peers.  The structure of time implies that students need more time to acquire the language.  Effective teachers provided extra time to meet with students before school, after school, or during lunch or breaks.  Lastly, caring was found to have a profound effect on students’ education.  Many students interviewed reported a crippling fear about their new environments and academic pressures, as well as fear of speaking English.  The teachers who really reached the students provided structures to show that they cared about the student.  For example, some teachers spent 10 minutes a day with the student, inquired about their home country, and worked with the student on their academics.  The most effective teachers formed bonds and trust with the students.

This article also discussed roadblocks to student success.  Students in this study reported receiving little instruction that was challenging enough.  Another barrier reported was students’ encountering teachers who did not allow them to speak their native language in class.  Students need to be able to communicate in a familiar way to reinforce ideas and clarify ideas.  Similarly, it can be very damaging when teachers say, “choose a partner,” though it is something educators do regularly.  Students interviewed all seemed to have the same view on this situation.  Not only does the situation isolate the student, at times leaving him or her alone, but it takes away a great peer-communication opportunity.  This scenario leaves the student less confident, and without the intended content.  Another hindrance for ELLs is that many teachers do not feel empathy for newly arrived students, and have little understanding of the hardships and home situations students live with.  For example, Eduardo, one of the study participants said:

“scared of being the person that everyone would like laugh at me because everybody in the room that speak English…..My parent was working like twelve hours a day…. So I was alone. And I wanted to go back to my country.  I think that I was discouraged that everybody was going to laugh when I talk.” (Wassell, Hawrylak,  & Lavan,  2010, p. 611).

In addition, teachers’ lack of intervention when students ridicule another student’s English ability may multiply this feeling of embarrassment.  Though educators cannot control behavior and ridicule outside of the classroom, it is extremely important for the teachers to create an environment that is inclusive and safe.  By not speaking in class due to fear, students had a diminished opportunity to participate in cooperative learning activities, ask questions, or discuss content with teachers and classmates, which ultimately stunts learning and English acquisition.

The article suggests a brining in a panel of former ELL high school students to serve as experts during a school’s in-service week.  The former students have been shown to provide much useful information for teachers; they are able to share their high school experience in detail and answer any questions teachers may have.  I hope to use current and former ELL students to inform my research and act as the “experts” I look to for guidance as to structure and strategy that works for them.