From deficit-based to assets-based: Breaking down the wall 1 essential shift at a time
from Language Magazine
Think about how many of us focus our attention on ELs by poring over data about their progress learning English, comparing their performance on standardized tests and rates of graduation with non-EL peers, and lamenting what we perceive as THE problem: that our ELs are not learning English fast enough. And how many of us then find ourselves responding to what we believe students don’t possess (English) as opposed to what they do or have developed as a result of being reared in a language and culture other than U.S. English?
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