Walk onto almost any campus nationwide, and you’ll likely hear multiple languages spoken in the hallways.
Abilene High School is a perfect example.
Like many schools, Abilene High is a melting pot, with approximately 190 students hailing from countries in Central Asia, Africa, South America, Mexico, and the United States. These students bring various languages, including Kinyarwanda, Swahili, Spanish, French, and Pashto. Many of them are still in the process of learning English, which adds a layer of complexity to their transition into the American public school system.
After working with and observing teachers in bilingual programs last year, AHS associate principal Kelli Powell brought some of her concerns about the students and their need for support to AHS principal Emme Siburt. That meeting led to the Emergent Bilingual (EB) Support Team.
The Emergent Bilingual Support Team, led by Powell and comprising AHS teachers Sara Garza and Andreelynn Stephens and ESL interpreter Albert Kaura, is dedicated to supporting and guiding teachers with emergent bilingual students in their classrooms. Their goal is to meet the academic needs of the almost 200 EB students and ensure a smooth transition to life in America.
“We knew we needed to provide students with support similar to the support we provide other students who receive special services,” Powell said. “Based on grades and testing data, it was clear students in our Emerging Bilingual classes/program needed a higher level of support as they learn English (which for some is their third or even fourth language), learn grade-level curriculum, and learn how to navigate the American educational system.”
The EB Team is working with two students — Jordy Gonzalez Ramos from Guatemala and Clarha Boussoukou Goma from Gabon in Central Africa —who are new to Abilene High School and the United States. Ramos lives in Abilene with an uncle, while the rest of his family is still in Guatemala. Meanwhile, Goma lives in Abilene with her father.
When Goma arrived in Abilene a little more than six months ago, she didn’t speak English. However, after many hours of intense work at school and home, she is making significant strides in her language acquisition, a testament to her determination and the support she receives.
“It was very difficult at the beginning because when people were talking, I didn’t know what they were saying,” said Goma, a sophomore. “I was lost. But the teachers – Mrs. Garza and Mrs. Stephens – have been very helpful. If I don’t understand something or have a question, I go to them, and they explain the words I can’t understand.”
Garza – who teaches English for Speakers of Other Languages (ESOL) 1 and 2 – said the program’s goal isn’t to acclimate the students to the American lifestyle but to give them the tools to succeed in their new home.
“We’re not just teaching them English so they can be English speakers,” she said. “We’re developing and maintaining their language skills so they can keep them and pass them on. But we also want them to learn English so they have the social skills necessary to survive and thrive in the community. We want them to be active members of the community, not a side note. Teaching them a new language while maintaining their pride in their origins is also important to this program.”
Ramos is a senior who has lived in Abilene and attended Abilene High since his sophomore year. Naturally quiet, he works on a construction crew after school, helping build homes in the Abilene area. He said the program has helped him learn English and understand the homework and tests he’s taking.
The addition of Stephens this year is part of the team’s success. A kindergarten teacher before this year, she was hired this summer to teach English Language Development and Acquisition (ELDA) 1 and 2. She spends her days teaching students to understand and speak English in her classroom.
“I told Mrs. Siburt that I don’t speak any foreign languages, and she told me she didn’t need me to speak foreign languages; my job is to teach these kids English and help them learn to love it.”
Garza calls Stephens the “yin to my yang” and says they balance and help each other throughout the day, along with Kabura.
The ESL teachers, assistant principal Mandy Hunter, and Powell meet routinely to discuss concerns or issues students might have in their classes or any cultural struggles they might be experiencing. They also review grades and examine testing, observational, and anecdotal data, believing that early intervention will yield positive results in their learning and overall experience.
They’re doing this, Powell said, to prepare the students for life after high school.
“We hope to address concerns and issues early so students can progress with their peers and ultimately graduate,” she said. “We want each student prepared for their next steps after high school.”