Equity and Social Justice

"Educational equity means that each child receives what they need to develop to their full academic and social potential" (National Equity Project). 

For educators to teach with equity and justice in their classrooms, certain protocols, scaffolds, and strategies should be put in place for ELLs to thrive and reach their full potential. Teachers should capitalize on students prior knowledge and linguistic background, as well as connect their learning to cultural and personal experiences that are relevant to them. Instead of 'watering down' curriculum for ELLs, teachers should provide appropriate supports for students to access rigorous curriculum and academic content. They should also reflect on their own values, experiences, and biases, and how these might shape their teaching.

Schools can work towards educational equity by:

• Ensuring equally high outcomes for all students
• Interrupting inequitable practices
• Examining biases
• Creating inclusive multicultural school environments for adults and children
• Discovering and cultivating the unique gifts, talents and interests of every student

Integrating Translanguaging, Equity and Social Justice

Translanguaging is the practice of allowing and encouraging ELL’s to use their first language in combination with English in order to engage in content and demonstrate prior knowledge. This means encouraging them to speak, write and/or translate to and from their first language or any language they speak.

Video: Translanguaging by The Bell Foundation

For educators to teach with equity and justice in their classrooms, certain protocols, scaffolds, and strategies should be put in place for ELLs to thrive and reach their full potential. Teachers should capitalize on students prior knowledge and linguistic background, as well as connect their learning to cultural and personal experiences that are relevant to them. Instead of 'watering down' curriculum for ELLs, teachers should provide appropriate supports for students to access rigorous curriculum and academic content. They should also reflect on their own values, experiences, and biases, and how these might shape their teaching.