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When it comes to providing English learners with an equitable education, some researchers point to the need for more-strategic collaboration between general classroom and content teachers and multilingual specialists.

About 10 percent of all public school students were classified as English learners in 2019. While only 2 percent of all public school teachers teach English as a Second Language as their main assignment, 64 percent of all public school teachers have at least one English learner in their class, according to the latest federal data available, which is from the 2017-18 school year.

At the Sept. 28 to 30 conference of the WIDA consortium—which offers language assessments for English learners in 36 states, several U.S. territories, and federal agencies such as the Bureau of Indian Education—tips and tricks were shared on how to best meet the needs of this growing student population, including the call for collaboration among educators.

Andrea Honigsfeld, a professor of teacher education for teachers of English to speakers of other languages, or TESOL, at Molloy University in New York, and Valentina Gonzalez, an educational consultant and author for Seidlitz Education, a consulting group for those working with multilingual learners, presented actionable practices that teachers can use when working with English learners and multilingual certified in their districts.

The hope is that if all educators in a district view multilingual learners as their students, rather than just the responsibility of certified or an add-on to their already packed workload, it prevents marginalization of these students and benefits teachers as well.

“When we collaborate with one another, we’re reducing the workload we have,” Gonzalez said.

The co-presenters shared the following five key strategies to bring about effective collaboration.

Collaborative planning

Collaboration starts at planning meetings. Schools should create opportunities for at least a weekly common planning time where grade-level teams at the elementary level, or content-area certified at the secondary level, can work together with the English language development team or specialists. They would examine the curriculum and plan out how they will scaffold and differentiate instruction for multilingual learners and others who need the extra support, Honigsfeld said.

In an ideal world, she added, administrators would set up two of these weekly planning periods so that one could be a larger group or team meeting to focus on questions such as what are the curricular goals and grade-level standards. The second meeting would dive deeper into students’ individual and group needs.

Questions in these collaborative planning meetings should also consider: what type of academic language and literacy opportunities are embedded in the lesson; how can teachers ensure all students can be successful and participate fully; and how to use scaffolding to ensure students understand the content while being appropriately challenged.

Intentional partnership building

At some point during the school week there may be teachers who are doing exemplary work when it comes to supporting multilingual learners alongside their peers and others who are still learning what strategies work best. This is where educators can intentionally build bridges by, for example, inviting colleagues to visit during certain class periods to either observe or offer feedback, Honigsfeld said.

“Many seasoned teachers might have started out their careers with the notion of ‘my classroom, my kids, I close the door and behind the door it’s my way of reaching these students,’ ” Honigsfeld said. “And with the best of intentions, we’re creating silos or pockets of excellence.”

In cases of resistance to such partnerships or to partnerships with a specialist within the classroom, finding ways to build trust among colleagues is key, Gonzalez said.

“Sometimes just talking less and listening more offers the other partner space to contribute, aiming for parity in the lesson, aiming for parity in the classroom, or in planning, and sharing the spotlight with one another,” she added.

Content and language integration

The ability to incorporate academic language lessons into a multitude of subjects is key for supporting multilingual learners and their peers.

For instance, in math class, teachers can think about typical sentence structures that the students use in a math lesson, such as the comparative forms of “less than” or “greater than.” Within the math lesson, teachers can explore these language forms and other nuances of academic language (such as using “than” rather than “then”) as part of the content area, Honigsfeld said.

Integrating content and language also means coming up with creative opportunities for class participation like a talking activity where students articulate the thinking that goes beyond solving a math problem.

And teachers must remember that “every student, even your highly gifted monolingual, English-speaking student will be an academic language learner,” Honigsfeld added. “It’s not an add on, it is not something that now we’re taking away time from all the other students. Instead, we’re supporting all students in their academic language development.”

Technology integration

Honigsfeld and Gonzalez advocate for teachers to use technology as a tool both for collaborating with fellow colleagues (such as sharing resources on Padlet), and for better engaging all students, and particularly English learners.

Multilingual learners, for instance, can benefit from watching prerecorded lectures they can pause and rewind and then dig deeper into with the teacher in class. This is something that can benefit their monolingual peers as well, Honigsfeld said.

Tools like Flipgrid can also allow students to record themselves, so they respond orally rather than in writing and practice that aspect of language acquisition.

Coaching and consultation

Recognizing that there are school districts that struggle to recruit and retain enough certified to support their English learners and the heavy workloads teachers already have, coaching and consultation among educators in a school is helpful, Honigsfeld said.

This can look like teachers across class periods sharing materials and strategies to support multilingual learners since they each only get about 15 or 30 minutes to work directly with these students, she added.

It goes back to the importance of all educators thinking of themselves as the teachers of multilingual learners even when that student population isn’t as sizable in their school as other groups. And district and school administrators play their own role by giving teachers the time and resources needed to make all five of these strategies work, Honigsfeld said.

Home foundations can come in different styles depending upon your locale, so if you’re in need of a new foundation, consider the needs of your home. A new foundation can be expensive depending on the scope of the project. On average, a concrete foundation costs around $8,500. On the low-end, a foundation can cost around $6,000 and on the high end, a foundation will run close to $15,000. Total costs will vary depending upon permits, labor and the type of foundation.

Concrete Foundation Cost Estimator

Average Concrete Foundation Cost

With six different types of home foundations possible, cost estimates vary by design. Estimates are based on a 2,000-square foot house.

• Monolithic Concrete Slab: $13,000
• Stem Wall Concrete Slab: $14,000 (requires more labor, excavation and material)
• Pier and Beam/Crawl Space: $21,000 Pier and beam foundations are uncommon and piers cost about $1,000 each, beams run between $1,000 to $5,000 as well. Plus, if you’re repairing a pier and beam foundation, you’ll need to lift the home, which can run around $1,500. A typical home needs between eight to 10 piers. Crawl spaces also require sealing and waterproofing.
• Cinder Block Foundation: $16,000
• Basement: $40,000 and up, depending on if it’s a finished basement

Types of Foundations and Pros/Cons

Monolithic Concrete Slab

Monolithic concrete slab foundations are better known as slab-on-grade because they rest directly on the ground and typically get poured all at once. They’re usually cheaper to install and will last a long time. A con of a slab-on-grade foundation is that sewer and drainage pipes get installed before the foundation is poured, so should you have any plumbing problems, you’ll need to cut into the slab to fix it.

Stem Wall Concrete Slab

Stem wall slabs have a footer poured first and then blocks are laid to form a wall up to the finished slab elevation. It’s considered more stable but takes longer to construct.

Pier and Beam Foundation/Crawl Space Foundation

Pier and beam foundations are typically found with older homes and elevate the home, which makes it less prone to flooding. But since it’s elevated, pests and critters can gain entry to the crawl space. They can cause damage to the beams over time.

A pier and beam foundation provides less support for floors than a concrete slab and they can suffer from water damage. They are also not as energy efficient as other foundations because warm and cold air can seep into the home.

Cinder Block Foundation

Cinder block foundations aren’t as popular as poured concrete block walls. Cinder block foundations do have advantages, like being able to hold more weight on top of the foundation. It does require more money in labor costs. On the negative side, they can be more susceptible to bowing and buckling.

Basement Foundation

A basement foundation secures a house a floor below the ground. It can be unfinished or finished to add living space. Basement foundations tend to suffer from moisture problems and sometimes mold. A sump pump can help address moisture issues.

Foundation Cost Per Square Foot

Cement Foundation Cost

• Cinder Block: $9 to $12
• Crawl Space: $13
• Pier and Beam: $9 (Piers and beams will add to the cost)

Slab Foundation Cost

• Monolithic Concrete Slab: $5
• Stem Wall Concrete Slab: $6

Basement Foundation Cost

Adding a basement foundation comes with a significant cost and it can escalate should you choose to finish the basement. But a finished basement can increase living space and increase your home’s value so you’ll have to weigh the cost vs. reward.

Per Square Foot

An unfinished basement typically costs between $10 to $25 per square foot while that cost increases to $30 to $100 per square foot for a finished basement. A walkout basement will cost closer to $100 per square foot.

Foundation Installation Cost

Concrete costs between $4.25 and $6.25 per square foot and the average size of a house is about 2,000 square feet. That can mean between $8,500 and $12,500 for concrete alone. Labor typically costs around $2.60 per square foot, which is about $5,200 for a 2,000-square foot house.

A pier and beam foundation can cost more because of the cost of the beams (around $1,000 to $5,000) and piers (you’ll need around eight to 10). Additional costs include:

• Excavation: $500 to $9,000
• Soil quality testing: $500 to $2,000
• Tree removal: $500 to $2,000
• Building permits: $500 to $2,000
• Form and finishing: $1,000 to $5,000
• Reinforcement: $150 to $750
• Sealing: $600 to $6,000
• Inspections: $80 to $300

Additional Cost Considerations

Many factors go into the estimate for your foundation, but it’s essential to be aware of any additional costs you may encounter before you proceed.

Foundation Inspections

Foundation inspections occur before you pour concrete and after the work is done to help to verify that the new foundation meets all code requirements and will support the weight of your home. They cost about $145 an hour, with most homeowners spending $150 to $1,300 in total. 

Foundation Insulation

To allow for proper airflow, prevent moisture or keep critters out, many homeowners will opt to add foundation insulation like skirting and vents around the crawl space or pier and beam foundation. Some will even add spray foam, foam board, or batts between or across the bottom of the joists to add more insulation under the floor. On average, foundation installation costs about $2,000.

Radiant Heat

Radiant heat is when all pipes need to be laid under the foundation, and the concrete is poured over them. Therefore, radiant heat needs to be completed when the foundation is installed. On average, radiant heat adds $3 per square foot, with most homeowners paying $4,800 to $10,000.

Foundation Replacement Cost

If you start to notice cracks along your foundation or suspect some sagging, you’ll likely want an engineer to come out for a structural report. The report typically costs around $500 and will pinpoint your foundation issues.

Foundation replacements can add up quickly, so expect to pay around $20,000 to $100,000 depending upon the scope of the project. If your home needs to be raised for foundation replacement, you will likely pay between $24,500 to $115,000 to raise and replace the foundation. Raising the house will run between $3,000 and $9,000 alone, then excavation can cost between $1,500 to $6,000.

DIY vs. Hire A Pro

Constructing a foundation is not a DIY project, though expert DIYers can likely lay down a concrete slab with some help from friends. Since the foundation is the structure that supports your house, the measurements need to be precise and cement placed in the proper position if you live in a climate where you have to pay attention to the frost line.

According to Metro Nashville Public Schools’ open data portal, of Nashville’s roughly 82,600 students, 22,069 — about 27 percent — are active English learners or have transitioned out of the district’s English Learners program within the past four years. These students bring 129 languages to the district and represent 145 countries. The top five most-spoken non-English languages are Spanish, Arabic, Kurdish, Somali and Burmese. 

But multilingual students represent much more than numbers and data points. They and their families have a lot to offer to the district. Former English learners include MNPS student board member Abenezer Haile and former student board member Angelie Quimbo. Quimbo was also a co-valedictorian at Hillwood High School — one of the 18 2021-22 valedictorians and salutatorians who, at some point in their education, received services through MNPS’ Office of English Learners. MNPS’ executive director of English Learners Molly Hegwood tells the Scene that many students who exit the EL program outperform their peers whose primary language is English.

Audrey Sika Mvibudulu-Feruzi was an EL student who later became an EL teacher, though she’s since moved out of the district. “Initially, when I went to college, I just wanted to be a general teacher,” Mvibudulu-Feruzi tells the Scene via Zoom. “After two years and a half in, I just told myself, ‘No, let me work with the EL population, that’s where my heart is at, that’s where I came from.’ ” Drawing from needs she had as a student, Mvibudulu-Feruzi created an afterschool program that helped EL students take charge of their education. 

There are many roles within the district that support EL students, from immigrant youth transition certified to EL teachers, parent outreach translators, student ambassadors and more. There’s also the more targeted Students With Interrupted Formal Education program for those who have large gaps in their education — typically refugees or asylees. The state requires a ratio of one EL teacher for every 35 students. MNPS has only 67 in-person interpreters to serve the thousands of students who are active or latest English learners — along with their families — but the district also utilizes an over-the-phone interpretation service, which it was able to expand using federal COVID-19 relief money. Those dollars also provided more opportunities for teachers to get EL certifications, but whether those resources will continue at this level when those dollars run out remains to be seen.

As is the case throughout MNPS, EL students could certainly benefit from more staff support. Though the district was not able to provide exact vacancy numbers in time for the publication of this article, Hegwood tells the Scene: “I wouldn’t say our staffing is any better or worse than any of the other areas. It’s very similar in the sense of trends across the district.” Efat Welson is an MNPS interpreter and a translator for the special education department. She tells the Scene she’d still like to see the district hire more interpreters — a request she made directly to the board of education in April.

EL teachers who work with students are not interpreters, and they don’t necessarily speak the languages of the students they serve. “Teacher fluency in the students’ native language is not required for strong English language instruction, but it certainly is a plus,” says former school board member Gini Pupo-Walker, who directs equitable-education advocacy group Education Trust in Tennessee. “That said, hiring bilingual staff at all levels is important and should be a priority for districts.” 

Serving multilingual families means more than providing interpreters and classroom assistance. It takes a spectrum of wraparound services to truly support students — EL and otherwise — but those services aren’t always executed perfectly. While the district has interpretation services, for example, it can be difficult for some families to know how to access them.

“I think there’s a lot of information that’s available — I don’t think there’s enough information that’s accessible,” says Maria Paula Zapata, director of programs at community nonprofit Conexión Américas. “And that point of, ‘How does it become accessible?’ I think is a greater question that we would need to involve families to really get at, like what does that mean?”

Conexión Américas has a Parents as Partners program that allows Spanish-speaking parents to connect with one another and learn about the school district. Zapata describes the program as a “really beautiful peer-to-peer model, where it’s not just a staff member saying, ‘Here’s what you need to do.’ But it’s genuine parents saying, ‘Hey, I’ve gone through this program as well. I’ve had children in the school system … and here’s some things that we think can be helpful.’ ”

While programs like these are often helpful, they don’t exist in all languages spoken in the district. 

MNPS leverages outside support through its Community Achieves initiative, which connects students and their families with services that can tend to a range of needs. There’s also a collaborative effort from local organizations, led by Nashville’s teachers’ union, the Metropolitan Nashville Education Association, to implement their own community schools model.

Zapata notes that details matter. Bilingual signage and friendly staff can be the difference between a positive experience with the district or a negative one. “The warmth of your front office? It is a really big indicator of whether families feel included in your school,” she says. 

Like many students, English learners could benefit from more support. This can mean donating resources, donating money to organizations that support them, tutoring kids and responding to schools’ specific needs. Also, as Mvibudulu-Feruzi points out, “Just take the time to learn where children are coming from. … I know that when I was younger, when I had an educator … who was interested in my culture or interested in where I came from, or even interested in me having a different accent than the Southern accent … that brightened my day. That made me feel safer at school. [It’s also important to make sure you’re not] looping everyone into one culture because we don’t all have one culture, and even within a culture, there are subcultures.”

“We need to start seeing EL students not for the additional supports that they may need, but how much potential they have to shape and contribute to our community — if we provide them all the things they need to be successful,” says Zapata. “If you want [a] multicultural, multilingual, diverse workforce … you need to invest in them now. Otherwise, we’re losing out on everything that we say we want for the future. And I think that that’s the most important [thing]. We’re not talking about poor little kids who don’t speak English now, we’re talking about the future of a multicultural workforce.”

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The learners of Ekangala Engineering School of Specialisation are obtaining a range of critical skills suitable for the mining sector, thanks to a new curriculum. 

The new school of specialisation is the 21st to be launched by Gauteng Education MEC Panyaza Lesufi, and its curriculum focuses on skills needed in the mining sector.

It is located at Ekangala in Bronkhorstspruit, which is home to several mines, including Petra Diamonds in nearby Cullinan.

School principal Zanele Tjiana says the idea to change the name and curriculum of the former Ekangala Comprehensive High School to Ekangala Engineering School of Specialisation came from the Premier’s Office.

“I supported the idea and highlighted the fact that many people in our community are unemployed because many factories have shut down. The school now focuses on mining because Ekangala is surrounded by mines,” she says. 

The school now offers technical subjects and a dynamic curriculum that teaches welding, fitting and turning, automotive mechanical engineering, electrical engineering, excavation and mining skills.

According to MEC Lesufi, latest statistics show that 85% of matric learners go to university after matric and become academics. Schools of specialisation will help create more artisans and technically skilled people.

“Learners in such schools will be able to either work immediately at industry-leading companies, or they will embark on entrepreneurship and start their own businesses,” he says.

The school has partnered with Petra Diamonds to arrange field trips for the learners to the mines so that they can explore career opportunities in the industry.

Petra is also sponsoring bursaries for learners from Grade 10 right through to tertiary level. Currently, three youngsters have bursaries to study at the University of Pretoria.

Two of them achieved 100% in mathematics and physical science. A Grade 10 learner is also benefitting from the partnership.

School fees are R800 per year and in exchange, learners receive a quality education.  According to the Department of Basic Education, if parents who, for whatever reason, cannot afford school fees and needs assistance to apply for exemption or lodge an appeal, they may request the school fees committee chairperson or any members of the School Fees Committee to assist him or her in making the application.

The School Fees Committee must respond in writing to the parents on the outcome of their application within 14 days of applying. The school achieved an 80% matric pass rate in 2021 and hopes to increase this to 90% this year.

There are currently 1 061 learners from Grade 8 to Grade 12. One learner, Sihle Sibanyoni (17), who is in Grade 11, enjoys electronics, technical mathematics and technical sciences subjects.

“I want to become an electrical engineer and ‘the next big thing’ in the mining industry,” she says.

To be admitted to the school, applicants who have passed Grade 7 must pass an aptitude test with an average of 60% in mathematics, English and natural science.

-This article was originally published in the GCIS Vuk'uzenzele.