Data Analysis and Reflection

Description of the Issue, Causes, and Impact on the Identified Group

The equity issue under consideration involves excluding Multilingual Learner (MLL) students from public education (Ozfidan & Hos, 2023). As discussed in this paper, despite the increasing diversification in schools, most are still unable to address the needs of MLL students, ensuring that the dual deficit of academic and social integration in schools is sustained. These students are perceived with a homogeneous learning model, and often the main criterion to define students’ learning abilities is language – English. This perspective leads to existing learning contexts that do not capitalize on students’ language and culture strengths.

These gaps are attributed to a lack of resources in the learning system, a lack of prepared teachers, and systems hurting equity. Some schools enroll many MLL students and realize little funding to support effective LEP instructional delivery. Teachers can get no specific professional development on how to teach the second language or culturally relevant pedagogy. These conditions maintain a cycle of underacademic and social support to MLL students that consequently causes low graduation, less college attendance, and low self-esteem.

Bias-Based Beliefs and Social Justice-Oriented Concerns

Prejudice is one of the main sources of continued unfairness in education; it includes the idea that using English as a communication medium fosters a superior image over the students’ first languages. This belief materializes itself by enforcing comprehensible input through the medium allowing no other language to be used, bilingualism or multilingualism. It also plays into the ‘missing something’ approach to MLL students instead of recognizing them as learners with different cultural and academic capital. This relates to Fergus’ (2017) topic on ‘social blindness’ where educators have no hope of the potential of multilingual learners.

Social justice-oriented concerns can also be understood because MLL students are socially excluded in Schools. It is marginalization that also encompasses MLL students’ exclusion from leadership roles and materials taught in class. This leads to several marginalized students feeling even more isolated due to their non-English cultures and languages not being validated as worthy or relevant failing to reinforce for them that success in their academic and professional endeavors can be achieved solely on English. These dynamics retrace societal injustice; these dynamics reproduce societal inequities, particularly for students from families of immigrants or low-income families, to worsen existing poor academic performance.

Standard test results for these bias-based beliefs often measure assessment practices. Because these tests are usually meant for monolingual English-speaking learners, MLL learners are disadvantaged. On these tests, they are likely to fail with unreasonable scores that may indicate their poor academic performance rather than the inefficiency of the test. This continues the low expectations and thinking of the worst in children. Social justice issues come into play here when considering how this practice feeds into the long-term effects of disadvantage. MLL students will be put into remedial classes based on tests, thus perpetuating the belief in a lack of academic capability.

Replacement Beliefs and Steps Toward Social Justice

Changing organizational deficit-based assumptions means affirming multilingualism as an organizational strength rather than an organizational weakness. Regarding the educational provision for MLL pupils, schools should embrace positive models of operation that encompass the cultures and language the students bring into classroom learning contexts. Fergus (2017) argues that allowing students to use multiple languages in class helps all stakeholders to benefit from multilingualism and views bilingualism as knowledge, social capital, problem-solving ability, and positive learning advantage.

There is, therefore need for schools to implement strategies that would support the use of language without staining people with disabilities. This comprises providing bilingual education and having multicultural instructional staff, offering bi-lingual learner programs, and using diverse perspectives of cultures in learner instruction. In addition to teaching and learning in classrooms, schools must facilitate opportunities where multilingualism is valued through after-school sports, clubs, leadership positions, or home-school communication. Further, to establish that educators will be able to effectively address the needs of MLL students, professional development with themes such as anti-bias training and culturally responsive practice is also proposed.

Beyond tackling bias, it is possible to organize the required integrated language developmental programs that should incline beyond coaching in English. Such programs mean two ways of teaching that are equal in value to English and the native languages of the learner. Research indicates that such programs enhance all students’ overall academic achievement and adaptive thinking and learning approach, but not solely MLLs. Because MLL students use more than one language, incorporating the languages they use in school strengthens the message that their languages are valuable rather than a hindrance. Furthermore, the school-family alliances can improve other MLL students’ supportiveness of schools to enhance the educational journey. Parents should be allowed to participate in curriculum and instruction procedures to safeguard all families’ rights to education.

Consulting Sources

Alongside Fergus (2017), scholars like Irizarry & Cohen (2019) argue that the neglect of students’ cultural backgrounds in schools results in what is known as “subtractive schooling.” This process devalues the home cultures of MLL students and weakens their connection to education, resulting in disengagement. Valenzuela’s work points to the need for schools to validate the identities and experiences of MLL students to foster greater engagement and achievement. Abacioglu et al., 2020) further emphasize that culturally responsive teaching is essential for creating inclusive classrooms where all students, regardless of background, feel valued and capable of succeeding. By incorporating the insights of these scholars, schools can better address the educational inequities MLL students face and create a more inclusive learning environment.

Application of Class Discussions and Personal Experience

In class, the idea of ‘social blindness’ and the ‘deficit lenses’ focused on the fact that it is quite easy for teachers to fail to notice the abilities and capabilities of MLL students. These discussions showed how current and potential thinking has to be changed, whereas language deficit was perceived merely as the language barrier; now, in multilingual classrooms, these differences should be considered valuable strategies. When I taught in a high school that enrolled MLL students, I could have easily observed how their cultural and linguistic strengths could be an asset to the learning setting if only they were allowed to do so. At the same time, I have seen those struggles – in schools that do not give enough support or do not acknowledge their heritage. For this reason, I believe that when more of us get practice at being more open-minded and supportive of others when trying to have our voices heard, real progress toward equity can be made regularly.

In conclusion, addressing challenges faced by Multilingual Learner (MLL) students involves abandoning the traditional system of framing MLL students as deficient in cultural and linguistic things and embracing the strengths of what they bring to classrooms. Systemically, a virtuous learning environment, availability of resources, and culture-competent practices prepare the school for the success of MLL students. However, this is the key change required to unsettle the structural patterns that constitute injustice and exclusion. Internationalization and thoughtful practice help educators and school leaders gradually move towards forming a just educational environment for all learners.

References

Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. British journal of educational psychology, 90(3), 736-752.

Fergus, E. (2017). Solving disproportionality and achieving equity: A leader’s guide to using data to change hearts and minds. Corwin press.

Irizarry, Y., & Cohen, E. D. (2019). Of promise and penalties: How student racial-cultural markers shape teacher perceptions. Race and Social Problems, 11, 93-111.

Ozfidan, B., & Hos, R. (2023). Investigating Beliefs of Teachers of Multilingual Learners (MLLs). International Electronic Journal of Elementary Education, 16(1), 57-73.

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Midterm : Data Analysis and reflection (PSEL Standard 3)

Last term, you developed a paper based on a problem of practice. You were able to write about the root causes of this issue, the literature around this issue and set both a theory of improvement and a PDSA cycle plan to help resolve it.

This semester, you are asked to revisit that issue or choose another one that revolves around an equity issue. In your reflective analysis you should:

1- Ensure you describe the issue, its causes and impact on the group / subgroup identified

2- Expound upon the bias-based beliefs behind the issue, the social justice-oriented concerns or the identities made socially blind and thus perpetuating this issue (Fergus’s chapters 3 and 4)

3- Share the replacement beliefs, social justice goal or needed steps to resolve the beliefs or concerns cited.

3- Consult at least three sources, including Fergus. (Cite appropriately)

4- Use class discussions and materials in your paper.

5- Use personal experiences where appropriate.

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For this reflective analysis paper, I will address how the subgroup: Multilanguage learner students are viewed through a “deficit lens”

Book to be referenced from: Solving Disproportionality and Achieving Equity: A Leader’s Guide to Using Data to Change Hearts and Minds (Fergus, 2017).

AVAILABLE FOR PREVIEW ONLINE (GOOGLE BOOKS) Reference Chapters 3 and 4. Solving Disproportionality and Achieving Equity – Google Books

____________________________________________________________________________________

This is an example of how I would like the paper to be formatted and categorized by the following subtopics/categories.

(Note: I used AI to help me with formatting the paper’s layout).

Reflective Analysis: Addressing Equity Issues in Education

1. Description of the Issue, Causes, and Impact on the Identified Group

The equity issue I would like to address revolves around the persistent achievement gap between Multilingual Learners (MLLs) and their native English-speaking peers. In many schools, MLL students face systemic challenges that impede their academic success, including a lack of culturally responsive instruction, insufficient resources, and language barriers. These issues are compounded by biases held by educators and institutions that can manifest as lowered expectations, deficit thinking, or a failure to recognize the cultural capital that MLL students bring to the classroom.

The root causes of this issue lie in several areas. Firstly, there is inequitable access to resources—many schools with high populations of MLL students lack the necessary funding for specialized language support services. Secondly, teacher preparedness is a key factor; many educators are not sufficiently trained in culturally responsive teaching or language acquisition strategies. Finally, institutional biases persist, where MLL students are often seen as academically inferior or “behind” due to their language differences, rather than being valued for their bilingualism and cultural knowledge.

The impact on MLL students is significant. They often experience lower academic outcomes compared to their peers, including lower graduation rates and test scores. Socially, they may feel isolated or marginalized, as their identities and linguistic abilities are not fully recognized or celebrated in the school environment.

2. Bias-Based Beliefs and Social Justice-Oriented Concerns

Bias-based beliefs behind this issue include the pervasive idea that English is the superior language for academic success, which undermines the value of students’ native languages. This belief, as Fergus (2017) notes, perpetuates “social blindness”, where educators fail to see the cultural and linguistic richness that MLL students offer. There is a tendency to view MLL students through a deficit lens, focusing on what they “lack” (proficiency in English) rather than on their strengths (multilingualism, resilience, and diverse perspectives).

Social justice-oriented concerns surrounding this issue include the marginalization of MLL students within a system that privileges monolingualism. The failure to provide equitable educational opportunities not only impacts academic outcomes but also reinforces systemic inequities. By not addressing these issues, schools contribute to the reproduction of social hierarchies that disadvantage MLL students, particularly those from low-income and immigrant families.

Another concern is the lack of representation in curriculum and school leadership. MLL students often do not see themselves reflected in the materials they study or in the teachers and leaders who guide them. This lack of representation can lead to disengagement and a sense that their experiences and identities are not valued.

3. Replacement Beliefs and Steps Toward Social Justice

To address the biases and systemic issues that affect MLL students, it is crucial to shift from a deficit-based perspective to one that recognizes and celebrates the cultural capital of MLL students. As Fergus (2017) highlights in his chapters on disproportionality and equity, one key step is to adopt asset-based approaches that view students’ linguistic and cultural diversity as strengths that can enhance the learning environment for all students.

The replacement belief here is that multilingualism is not a barrier to academic success but rather an asset. Schools must work to cultivate an inclusive environment where the languages and cultures of MLL students are integrated into the curriculum and school culture. This could include hiring bilingual educators, offering dual-language programs, and ensuring that culturally relevant materials are used in classrooms.

Social justice goals should focus on ensuring that MLL students receive equitable access to resources, including language support services, culturally responsive instruction, and opportunities to advance academically without being unfairly tracked into remedial courses. Schools must also train teachers in anti-bias education and culturally responsive pedagogy to help dismantle the biases that contribute to the marginalization of MLL students.

4. Consulting Sources (Cite Fergus and 3 other sources)

In addition to Fergus (2017), research from Valenzuela (1999) supports the notion that cultural capital plays a critical role in the academic success of marginalized students. Valenzuela’s work on subtractive schooling demonstrates that when schools fail to validate students’ cultural backgrounds, they contribute to disengagement and academic underachievement. Another source, Nieto (2010), emphasizes the importance of culturally responsive teaching as a tool for creating inclusive classrooms that foster equity and recognize the diverse identities of students.

By combining these perspectives with insights from Fergus, we can develop a more comprehensive understanding of how to dismantle the barriers faced by MLL students and move toward a more equitable educational system.

5. Application of Class Discussions and Personal Experience
6. Class discussions: Social blindness and deficit lens how it relates to subgroups
7. Personal Experience: In my own experience working with MLL students, I have seen firsthand how their cultural and linguistic strengths are often overlooked in favor of a narrow focus on English proficiency. By integrating their languages and cultures into the curriculum and advocating for more resources, I believe schools can better support MLL students’ academic and social-emotional development.
   

   Data Analysis and Reflection

Conclusion

Addressing the inequities faced by MLL students requires a systemic approach that challenges bias-based beliefs and prioritizes social justice goals. By adopting asset-based perspectives, providing equitable resources, and fostering culturally responsive teaching, schools can create environments where all students, regardless of language background, have the opportunity to succeed. Through ongoing reflection and action, we can work toward a more inclusive and equitable education system for MLL students.

References

• Fergus, E. (2017). Solving Disproportionality and Achieving Equity: A Leader’s Guide to Using Data to Change Hearts and Minds.
• Nieto, S. (2010). Language, Culture, and Teaching: Critical Perspectives. Routledge.
• Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. SUNY Press.