It has become a truism that COVID-19 has widened the gap between America’s haves and have nots. As the wealthy add to their corpus, the poor struggle to survive. But beneath this master plot lie millions of disparity narratives, stories that repeat themselves over and over.
So it is with the narrative of English Language Learners (ELLs), educationese for kindergarten-twelfth-grade students who live in homes where English is not the primary language. Their parents may speak little or no English. Add the fact that many of these students — maybe most of them – come from working class families and are students of color. The absence of privilege triple whammy.
Continue reading Diversity & Speech Part 15: English Language Learners – by Carlos Cortés