Advocating for English Learners

EDUC 428 – Summer 2026

One of the most meaningful lessons I learned throughout this course is that teachers must be advocates for English Learners. Advocacy goes beyond helping students with assignments or providing language support during lessons. It means ensuring that English Learners have equitable access to educational opportunities, feel respected in the classroom, and receive the resources they need to be successful. De Jong and Harper (2005) explain that every teacher shares the responsibility of supporting English Learners, not just ESL teachers. Classroom teachers play a major role in helping students succeed by creating inclusive learning environments and recognizing the strengths that multilingual students bring to school.

The article explains that teachers who advocate for English Learners understand that language differences should never be viewed as deficits. Instead, students' home languages, cultures, and experiences should be valued as important assets that contribute to classroom learning. Advocacy also means speaking up for instructional practices that provide English Learners with meaningful opportunities to participate, collaborate with classmates, and access grade-level content. When teachers intentionally provide language supports, build relationships with families, and encourage students to use their strengths, they help remove barriers that can prevent students from reaching their full potential.

This resource helped me realize that advocacy is something teachers demonstrate every day through the choices they make in their classrooms. Simple decisions such as including diverse perspectives in lessons, providing visual supports, encouraging collaboration, and learning about students' cultural backgrounds all show students that they are valued. Throughout this course, we discussed how creating a sense of belonging helps English Learners build confidence and become more engaged in school. Advocacy is one way teachers create that sense of belonging because it communicates that every student deserves to feel included and supported.

This topic connects closely to several course concepts, including equity, inclusion, cultural competence, and culturally responsive teaching. We learned that equity is not about treating every student exactly the same. It is about recognizing individual needs and providing the support necessary for every student to succeed. Advocating for English Learners means ensuring that language barriers do not prevent students from participating fully in classroom learning or feeling like they belong. It also means working with families and colleagues to create positive learning experiences that support students both academically and socially.

As a future art teacher, I want to be an advocate for every student who enters my classroom. I hope to create an environment where students feel comfortable expressing themselves through their artwork while knowing that their language, culture, and identity are respected. I plan to communicate with families, provide multiple ways for students to demonstrate their learning, and celebrate the diverse experiences that students bring to class. This course has taught me that advocacy is not a single action. It is an ongoing commitment to ensuring that all students have the opportunity to succeed. By creating an inclusive and supportive classroom, I can help English Learners develop confidence, build meaningful relationships, and experience long-term academic and personal success.

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Resource

De Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–124.