Susan Sullivan
ELL Teacher, Northampton High School
“That’s one thing that [we] always try to teach our kids. Things like, 'Did you know you are protected by Federal civil rights and this education is built around your specific needs?”
Susan Sullivan is a teacher for English Language Learners at Northampton High School. In her classroom, she currently teaches students from eight different countries in grades 9-12.
How did you become an ELL teacher?
I was a stay-at-home mom and I was actually volunteering through the PTO at Jackson Street School and I found out about the program through the Collaborative [for Educational Services] which is an educational school right in downtown Northampton that works with teachers… They had a program that was paying people to become ELL teachers because across the country the need was so high. So, I actually went back and got a second degree for free because the government really wanted us to do it.
I was a stay-at-home mom and I was actually volunteering through the PTO at Jackson Street School and I found out about the program through the Collaborative [for Educational Services] which is an educational school right in downtown Northampton that works with teachers… They had a program that was paying people to become ELL teachers because across the country the need was so high. So, I actually went back and got a second degree for free because the government really wanted us to do it.
What education did you receive related to immigration?
During my schooling, I got a little bit of education on their economic background, which is challenging coming to a new country, having to work a lot, not having much to come with you from the native country… But I think that a lot of the education was on my own and [through] talking to other ELL teachers and as I observed the students and what they were going through. For example, I knew nothing about the whole undocumented situation until it sort of came alive before me when I started teaching.
During my schooling, I got a little bit of education on their economic background, which is challenging coming to a new country, having to work a lot, not having much to come with you from the native country… But I think that a lot of the education was on my own and [through] talking to other ELL teachers and as I observed the students and what they were going through. For example, I knew nothing about the whole undocumented situation until it sort of came alive before me when I started teaching.
[Years ago,] I had a student who came alone across the border. And just maybe a month or two before that my husband, who's also a teacher... he brings home all these choice books and one of the books was called "Enrique's Journey." And I had just finished reading it and it was literally like the student of mine stepped out of that book. [This student] was exactly the same, experience wise, as the character Enrique. So [my education on immigration] was kind of like self-exploration, but also on-site activity with my students.
In class, do your students often talk about their journey into the country?
They don't, no. I think they talk about it among themselves and there is sort of a general understanding, like if a student would show up from a certain part of the world, they would know how they got here… But they don't really talk about it. You start to observe things. Like for example, sometimes students are upset and you start to figure out what's going on. But, sometimes they are too afraid to talk about it with you until the understand that the community is welcoming and it's okay to talk about it.
I have a question about language barriers. I was wondering, what you do when your students really don't understand what you are saying?
I use visuals and I would definitely use Google Translate. So right now, for example, we have a student whose English is definitely getting better than when he first came a year ago, but he's from Thailand and he had no English instruction, that we know of, before. And we've had to use a lot of Google Translate and visual images. And then also, we were able to use funds and get a translator for him. So, usually with Spanish you can get another student to do that within the building. But for him, we had to really think hard about where we could get a Thai speaker that would actually have the time to come in for like 12 hours a week and work with him. And we figured out that there was another student who was from Thailand and we asked her mom to do it. And she was able to do it which was great. But, it's hard because there's also limited funds involved with hiring someone from outside to come in on like a moment's notice… This was extra funds that we got by applying to a grant called Title III, which is a federal grant program, for ELL students only, across the country. So you have to have an active district that's willing to sort of take the extra step to make sure that money is, extra money, is in place.
I use visuals and I would definitely use Google Translate. So right now, for example, we have a student whose English is definitely getting better than when he first came a year ago, but he's from Thailand and he had no English instruction, that we know of, before. And we've had to use a lot of Google Translate and visual images. And then also, we were able to use funds and get a translator for him. So, usually with Spanish you can get another student to do that within the building. But for him, we had to really think hard about where we could get a Thai speaker that would actually have the time to come in for like 12 hours a week and work with him. And we figured out that there was another student who was from Thailand and we asked her mom to do it. And she was able to do it which was great. But, it's hard because there's also limited funds involved with hiring someone from outside to come in on like a moment's notice… This was extra funds that we got by applying to a grant called Title III, which is a federal grant program, for ELL students only, across the country. So you have to have an active district that's willing to sort of take the extra step to make sure that money is, extra money, is in place.
How would you say Northampton’s ELL program compares to that of other districts?
I think it really depends on where you look at and what the funding structure is like. Unfortunately, it seems to be all about funding. I’ve worked in smaller districts where they didn’t really want to fund [ELL] at all. They knew that there were ELL students in the district, but they figured that if the parents aren't going to speak up and ask for the services, they're not going to offer them. Which is really basically racism. It’s really unfortunate, but it's definitely happening in smaller districts where funding is tight. They kind of put ELL at the bottom of the list. So I feel lucky to be in Northampton where they really prioritize and pay attention to what is going on with their student population.
In districts that don’t offer ELL education is there an option for ELL students to go to a school in another district because of that?
Usually they wouldn’t even know. The parents unfortunately wouldn't even know that it’s their right. It’s actually a Federal civil right to have an ELL education, but most immigrants don’t even know about that. So, that’s one thing that [we] always try to teach our kids. Things like, 'Did you know you are protected by Federal civil rights and this education is built around your specific needs?' So [the families] probably wouldn't speak up. And they would be in an unfortunate circumstance not really getting the support they need.
What training do teachers in other departments get in regard to working with students whose first language is not English?
They have to take a course that's a new state requirement for Massachusetts called 'SEI' which is Sheltered English Instruction, and it's basically learning how to modify their curriculum for ELL students when they come into their classroom. And we actually just started doing this within the last few years, because the Federal Government sued Massachusetts, the state of Massachusetts, for not complying with English Language Teaching Standards. So now, everybody as part of their teacher's license has to go through this SEI coursework, if you teach in Massachusetts.
Usually they wouldn’t even know. The parents unfortunately wouldn't even know that it’s their right. It’s actually a Federal civil right to have an ELL education, but most immigrants don’t even know about that. So, that’s one thing that [we] always try to teach our kids. Things like, 'Did you know you are protected by Federal civil rights and this education is built around your specific needs?' So [the families] probably wouldn't speak up. And they would be in an unfortunate circumstance not really getting the support they need.
What training do teachers in other departments get in regard to working with students whose first language is not English?
They have to take a course that's a new state requirement for Massachusetts called 'SEI' which is Sheltered English Instruction, and it's basically learning how to modify their curriculum for ELL students when they come into their classroom. And we actually just started doing this within the last few years, because the Federal Government sued Massachusetts, the state of Massachusetts, for not complying with English Language Teaching Standards. So now, everybody as part of their teacher's license has to go through this SEI coursework, if you teach in Massachusetts.
Are there any struggles that you find that your students have in classes?
We've had a few that have come here by themselves. So they're coming here to make money, but their family members are back home in their native country. They might be staying with like an uncle, a relative. But, they basically don't have their mom and dad. And even though they might be like 17 or 18, they're still kids; they still have emotional needs that are not getting met. And then they have to work really hard to pay for their immigration lawyers, because immigration lawyers cost thousands of dollars and they are the ones that are going to help you process your paperwork. So, we are seeing a lot of kids coming in extremely tired, because they're working in a restaurant the night before until like midnight. So I think that's a big challenge. They feel like they have to be in school, they want to be in school; but they need to make the money too.”
We've had a few that have come here by themselves. So they're coming here to make money, but their family members are back home in their native country. They might be staying with like an uncle, a relative. But, they basically don't have their mom and dad. And even though they might be like 17 or 18, they're still kids; they still have emotional needs that are not getting met. And then they have to work really hard to pay for their immigration lawyers, because immigration lawyers cost thousands of dollars and they are the ones that are going to help you process your paperwork. So, we are seeing a lot of kids coming in extremely tired, because they're working in a restaurant the night before until like midnight. So I think that's a big challenge. They feel like they have to be in school, they want to be in school; but they need to make the money too.”
What supports are there for ELL students in subjects that require a lot of reading and writing?
We definitely noticed history was one of the areas that was really hard for [ELL students]... So we met with the principal last year and we said, ‘We want to start teaching history on our own to our ELL students.’ And the principal let us do that. So now we're doing a modified Early Modern History and a modified Early U.S. History... And we have actual curriculum that's made by National Geographic. [They] do a lot of curriculum for ELL teaching, which is really great. So it’s more at a 7th/8th grade reading level; but it's still that same content. It's just, slowing it down and kind of cutting it into smaller pieces. And then for science, the whole other thing for teaching for high school is they still have to pass the MCAS even though they're from another country. So, after one year of being in the United States, it doesn't matter if it's Massachusetts or not, when they come here they still have to take the MCAS.”
We definitely noticed history was one of the areas that was really hard for [ELL students]... So we met with the principal last year and we said, ‘We want to start teaching history on our own to our ELL students.’ And the principal let us do that. So now we're doing a modified Early Modern History and a modified Early U.S. History... And we have actual curriculum that's made by National Geographic. [They] do a lot of curriculum for ELL teaching, which is really great. So it’s more at a 7th/8th grade reading level; but it's still that same content. It's just, slowing it down and kind of cutting it into smaller pieces. And then for science, the whole other thing for teaching for high school is they still have to pass the MCAS even though they're from another country. So, after one year of being in the United States, it doesn't matter if it's Massachusetts or not, when they come here they still have to take the MCAS.”
Do you think your students have any trouble fitting in with the rest of the school?
I think sometimes they would like to have more social connections with American students. [I’ve been] trying to encourage them to sign up for sports, and then they go online to the whole huge form and they get really overwhelmed. And then there's the parental piece [and] making sure that they've had a recently doctor's check-up... We get to that part and it's just really hard. So I feel like that needs to be fixed.
I think sometimes they would like to have more social connections with American students. [I’ve been] trying to encourage them to sign up for sports, and then they go online to the whole huge form and they get really overwhelmed. And then there's the parental piece [and] making sure that they've had a recently doctor's check-up... We get to that part and it's just really hard. So I feel like that needs to be fixed.
Do you think your students identify as Americans or with their native country?
I think most of them really try hard to be identifying as Americans. Like, it's always this place in their mind where they wanted to go to. [Often] one of the parents goes and [then] the other parents goes and that becomes sort of like the ‘dreamland.’ And when they finally get here they definitely strongly identify. You can see by the way they dress. But for the most part, they listen to their music in their native language.
Do your students talk about the recent national election or politics at all in the classroom?
They do. And they all do not like Trump and they know why. So I find that really interesting. And I've heard the same from the middle school too. They're very vocal about it… I think social media has had a lot to do with it too... I've been really impressed with how much they know. And I've kind of encouraged them to stay involved in the process too.