Stay ConnectedOn the Highest Aspirations Podcast, we engage in important conversations about the most rapidly growing student demographic in the United States – English Language Learners. We speak with educators and students, researchers and policy makers, and parents and community members about how we can help all students reach their highest aspirations.
Join us on this important journey as we bring the vibrant ELL Community together around the topics that matter most to the students we serve.
Welcome to our season wrap up episode - and what a season it was. We’ve released 49 episodes and covered so many topics since August of 2020 - definitely a record for the 3 and a half year history of Highest Aspirations. For our season finale, we thought we'd take some time to reflect on what we’ve learned through so many rich conversations with our incredible guests. We’ll also talk about some of our plans for the start of the new school year. In a bit of a role reversal, I handed the interview mic over to my colleague Haley Sandifer, Ellevation’s Marketing Coordinator.
A big part of Haley’s role is collaborating with me to create, edit, and share our free ELL Community content - including the Highest Aspirations podcast. Before joining Ellevation, she worked as a Communications Fellow through Leadership for Educational Equity at a parent advocacy group in Denver, CO. She originally became interested in education during her time with Teach for America teaching first grade in Richmond, CA.
We have really enjoyed sharing these episodes with you over the past year, and hope you found the conversations to be beneficial or entertaining in some way. Highest Aspirations will return with weekly new episodes in the fall - in the meantime, feel free to submit any guests or topics that you hope to hear next season, and listen back to any episodes you may have missed.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
What supports can a designated immigrant/refugee program provide for students and families that go beyond what a typical school or district may be providing? After the past year of interrupted learning, what can we learn from educators who have worked with SIFE students and newcomers - particularly when it comes to social-emotional needs? How are refugees actively benefiting or improving the communities they are in, and in turn how can community partnerships play a vital role in supporting refugee students and families? We discuss these questions and much more with Rebecca Masters.
Rebecca Masters is a Senior Youth Coordinator for New American Pathways, an Atlanta based nonprofit with the mission of Helping Refugees and Georgia Thrive. Their vision is for new Americans in metro Atlanta to become successful, contributing, and welcomed members of Georgia’s communities. They fulfill these goals by offering the most comprehensive, fully integrated continuum of services targeted to meet the specific needs of refugees and other immigrants in Georgia.
Our conversation with Rebecca focuses on educational services that supplement the amazing work schools are doing to support their newcomers. Special thanks to Julie Allen of International Community School in Clarkston, GA for introducing us to Rebecca.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
How does trauma that migrant children experience manifest in the classroom, and what impact does it have on their ability to communicate and develop relationships at school? What can educators who do not share the lived experiences of their students do to best support them, and why is better representation so crucial? How can those entering higher education or other realms where they may be underrepresented or experience imposter syndrome draw motivation and support from their community? We discuss these questions and much more with Dr. José Luis Zelaya.
Dr. Zelaya is a Dreamer born in San Pedro Sula, Honduras. At 13 years of age, he was obligated to flee Honduras and embark on a journey to the United States as an unaccompanied minor. He fled Honduras after living for many years as a street child in absolute poverty and violence levels. After a dangerous 45-day journey, he was found in American soil by immigration officers and months later reunited with his mother and sister in Texas. With the help of his mother, he enrolled in school, and like so many of our students,, he started to build a new life in this country.
A graduate of Texas A&M University Department of Education and the CEO of Dr. Zelaya Educational Consulting LLC. At Texas A&M, Dr. Zelaya pursued a bachelor’s in interdisciplinary studies, a master’s in education in Curriculum and Instructions, and a Doctorate in Urban Education. He attributes each of his academic accomplishments to his family, mentors, and community who have supported his dreams of educational progress. As you’ll hear in our conversation, Dr. Zelaya is also an inspirational example of the grit, tenacity and adaptability that so many migrant students bring to our schools and communities. It was a privilege to talk with him on Highest Aspirations - I won’t soon forget our conversation. We hope you enjoy it as well.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
Welcome back to the second episode in our two-part series with Professor K. David Harrison. Make sure to check out part one on Anchor or wherever you listen to podcasts, and visit our community page to find our key takeaways from the whole conversation, resources and more.
How are languages inextricably connected to other aspects of society and what does that mean about preserving and valuing them? What strategies can educators of multilingual students use to incentivize their students to help keep their home languages thriving - even while they are drawn to use English as the language of record? How have globalization, technology, and emotional connections all played a vital role in preserving and valuing languages? We discuss these questions and much more with K. David Harrison, Professor of Linguistics & Cognitive Science at Swarthmore College and National Geographic Society Explorer.
David Harrison is a linguist, author and advocate for the documentation and revitalization of endangered languages. He is currently serving as Associate Provost for Academic Programs and Professor of Linguistics at Swarthmore College. Since 2007, Harrison has been affiliated with the National Geographic Society, co-directing their Enduring Voices Project and providing cultural expertise for expeditions, publications and web-content. His early career research focused on Tuvan and other Turkic languages of central Siberia and western Mongolia. More recently, he has been engaged in fieldwork in India, Papua New Guinea, Micronesia, and Vanuatu.
His research explores the sounds, lexicon, grammar, and cultural knowledge found in the world’s languages. In his laboratory at Swarthmore College, Harrison works with students and speakers of minority and endangered languages to create Talking Dictionaries and other digital tools.
Harrison co-starred in Ironbound Films’ Emmy-nominated 2008 documentary film The Linguists, bringing attention to efforts to preserve dying languages. He also serves as director of research for the non-profit Living Tongues Institute for Endangered Languages. His work has been awarded funding from the NEH, NSF, Microsoft Research, National Geographic Society, and private donors. Harrison has authored several books and lectures widely on the value of linguistic and cultural diversity.
Our listeners will also be happy to know that Harrison began his career as an ESL teacher, which is how our interview begins. This is part 2 of a 2 part series.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
How are languages inextricably connected to other aspects of society and what does that mean about preserving and valuing them? What strategies can educators of multilingual students use to incentivize their students to help keep their home languages thriving - even while they are drawn to use English as the language of record? How have globalization, technology, and emotional connections all played a vital role in preserving and valuing languages? We discuss these questions and much more with K. David Harrison, Professor of Linguistics & Cognitive Science at Swarthmore College and National Geographic Society Explorer.
David Harrison is a linguist, author and advocate for the documentation and revitalization of endangered languages. He is currently serving as Associate Provost for Academic Programs and Professor of Linguistics at Swarthmore College. Since 2007, Harrison has been affiliated with the National Geographic Society, co-directing their Enduring Voices Project and providing cultural expertise for expeditions, publications and web-content. His early career research focused on Tuvan and other Turkic languages of central Siberia and western Mongolia. More recently, he has been engaged in fieldwork in India, Papua New Guinea, Micronesia, and Vanuatu.
His research explores the sounds, lexicon, grammar, and cultural knowledge found in the world’s languages. In his laboratory at Swarthmore College, Harrison works with students and speakers of minority and endangered languages to create Talking Dictionaries and other digital tools.
Harrison co-starred in Ironbound Films’ Emmy-nominated 2008 documentary film The Linguists, bringing attention to efforts to preserve dying languages. He also serves as director of research for the non-profit Living Tongues Institute for Endangered Languages. His work has been awarded funding from the NEH, NSF, Microsoft Research, National Geographic Society, and private donors. Harrison has authored several books and lectures widely on the value of linguistic and cultural diversity.
Our listeners will also be happy to know that Harrison began his career as an ESL teacher, which is how our interview begins. This is part 1 of a 2 part series.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
How can we combat an “English-only” approach in education and what is the importance of calling out cross linguistic connections for English learners? What is “metabilingual awareness” and how does it inform how we understand and develop language? How should equity be considered, both for students enrolling in dual language programs and in the recruiting and retaining of multilingual educators? We discuss these questions and much more with Dr. Sonia Soltero.
Dr. Soltero is Professor and Chair of the Department of Leadership, Language, and Curriculum, and former Director of the Bilingual-Bicultural Education Graduate Program at DePaul University in Chicago. Soltero has numerous publications on bilingual education, English Learners, and Latino Education having been involved with dual/bilingual education for more than thirty years as a dual language teacher, university professor, professional developer, and researcher. Soltero has extensive background in design and implementation of dual language and bilingual programs and has worked with school districts as well as bilingual universities across the US.
During the episode, we mention that Highest Aspirations will be featuring teacher shout-outs submitted by listeners from now through the end of the school year. If you would like to participate, you can record a short audio message on your phone or computer and email it to haley.sandifer@ellevationeducation.com. For more information on recording and submitting your message, check out our blog post.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
Finally, the 2021 Ellevation Scholarship is still accepting applications through the end of the week - if you are interested in the application, visit this page to learn more and apply.
What unique challenges and opportunities do parent-driven mentor programs pose for EL students and families? How can schools and districts create mission aligned programs that support ongoing goals while offering new opportunities? What existing district programs and community partnerships can schools tap into in order to create a more robust and sustainable parent outreach program? We discuss these questions and more with Francisco Meza and Elba Solis of Whittier Union High School District in Southern California.
With the help of other educators, parents and community members in their district, Francisco Meza and Elba Solis have created a successful parent mentor program that helps families of English learners become more involved with helping the district achieve their goals while simultaneously providing them with valuable learning opportunities. As you’ll hear in the interview, the program has provided great value for all who have been involved...and it is replicable in other districts who are trying to do similar things.
During the episode, we mention that Highest Aspirations will be featuring teacher shout-outs submitted by listeners from now through the end of the school year. If you would like to participate, you can record a short audio message on your phone or computer and email it to haley.sandifer@ellevationeducation.com. For more information on recording and submitting your message, check out our blog post.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
Finally, the 2021 Ellevation Scholarship is still accepting applications - if you are interested in the application, visit this page to learn more and apply.
How does “toxic stress” for students in the intersection of immigration and education manifest itself, and what are the long term effects it can have if not addressed? What are the most pressing concerns that educators have about their English learners as a result of the pandemic and what do they need to support them? How can educators, policy makers and community organizations contribute to an environment that allows English learners and their families to thrive in an academic setting? We dig into these questions and more with our guest, Rosario Quiroz Villarreal.
Rosario Quiroz Villarreal is a policy entrepreneur at Next100 focused on increasing educational equity for immigrant students and students of color, including by removing the systemic barriers their families face when seeking opportunity. She has written numerous articles centering and celebrating the lived experience of immigrants and advocating for policy solutions to challenges. Among other projects, she has worked with a diverse coalition of immigration and education advocates to draft a toolkit for K–12 educators that prepared them to support their students, families, and colleagues when the DACA decision came down from the Supreme Court.
Rosario has worked on social justice issues and with youth throughout her career. She spent five years as a bilingual educator, teaching in public and charter school settings in Texas and New York. She was recognized as a Champion of Change by the Obama administration for her work with immigrant English learner students. Rosario also worked with the Boys and Girls Club of Henderson County, North Carolina, the National Latina Institute for Reproductive Health in NYC, and Momentum Alliance in Portland, Oregon.
As you’ll hear in our conversation, her passion for this work stems from lived experiences, thorough research and valuable time in educational settings.
During the episode, we mention that Highest Aspirations will be featuring teacher shout-outs submitted by listeners from now through the end of the school year. If you would like to participate, you can record a short audio message on your phone or computer and email it to haley.sandifer@ellevationeducation.com. For more information on recording and submitting your message, check out our blog post.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
Finally, the 2021 Ellevation Scholarship is still accepting applications - if you are interested in the application, visit this page to learn more and apply.
What tools can we provide teachers to help make their instruction as efficient and effective as possible - particularly as we transition between remote, hybrid and in person settings? How can we give quality formative assessments in a virtual, hybrid and in person settings to gauge student progress, especially for ELs? What strategies for front-loading academic vocabulary and building opportunities for student agency will best support and engage our English learners? We discuss these topics and more with Ellevation’s own Pamela Burgreen.
Pam was a high school math teacher in New York City and Long Island for 10 years. After leaving the classroom, Pam worked on middle and high school math curriculum and assessments before starting with Ellevation in early 2020. As you’ll hear in our conversation, Pam brings multiple perspectives into the conversation around English learners and math.
During the episode, we mention that Highest Aspirations will be featuring teacher shout-outs submitted by listeners from now through the end of the school year. If you would like to participate, you can record a short audio message on your phone or computer and email it to haley.sandifer@ellevationeducation.com. For more information on recording and submitting your message, check out our blog post.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
Finally, the 2021 Ellevation Scholarship is still accepting applications - if you are interested in the application, visit this page to learn more and apply.
What effects do we see on educators from the second-hand trauma that they experience in the classroom? How can teachers best support their students to share their lived experiences and how can teachers respond when they do? Are there ways that the responses to trauma that immigrant children face can inform our response to the trauma students and teachers experienced during the pandemic? We discuss these questions and more with Dr. Edith Treviño, known by her colleagues as Dr. ET.
Dr. ET served as a bilingual and ESL specialist for Region One in Edinburg TX for two years. Her time at Region One was spent empowering 37 districts, universities, and charter schools in sheltered instruction, educational technology,ESL, Bilingual, and innovation for all teachers and students. Dr. ET has empowered educators at the local, state, and national level.
Dr. ET is co-author to “The Death of My Mexican Name" published by Rethinking Bilingual Education. Dr. ET’s research is focused on Teacher perceptions of Mexican Immigrant students’ lived experience with border violence on the Texas-Mexico Border.
ET holds a Doctorate in Curriculum and Instruction with an emphasis on Bilingual Studies from The University of Texas Rio Grande Valley, a Master of Education degree from Sul Ross State University, and a Bachelor of Science degree in Elementary Education from Edinboro University in Pennsylvania.
During the episode, we mention that Highest Aspirations will be featuring teacher shout-outs submitted by listeners from now through the end of the school year. If you would like to participate, you can record a short audio message on your phone or computer and email it to haley.sandifer@ellevationeducation.com. For more information on recording and submitting your message, check out our blog post.
You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away.
Finally, the 2021 Ellevation Scholarship is still accepting applications - if you are interested in the application, visit this page to learn more and apply.
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