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Libia S. Gil & Ana Díaz-Booz

Photograph of Libia S. Gil
Libia S. Gil
Senior Advisor, National High School Center

Libia S. Gil joined the American Institutes for Research to continue her work as the former Chief Academic Officer for New American Schools. In this capacity Dr. Gil provides senior counsel on leadership development initiatives and assists states and districts in developing strategies for improving student achievement by bridging research evidence with practice evidence. Dr. Gil is currently the lead consultant for the High School Renewal efforts on behalf of the Bill & Melinda Gates Foundation in the San Diego Unified School District. Dr. Gil was Superintendent of the Chula Vista Elementary School District for over nine years. In addition to multiple awards and honors, Dr. Gil received the 2002 Harold W. McGraw, Jr. Prize in Education for her outstanding leadership as Chula Vista Superintendent. The McGraw Prize is awarded annually to individuals who demonstrate exceptional contribution to the improvement of education systems. Additionally, Dr. Gil has received the Leadership Vision Award by the California Association of Bilingual Education in 2003. Dr. Gil has a Ph.D. in Curriculum and Instruction with emphasis on bilingual and multicultural education from the University of Washington.

Photograph of Ana Díaz-Booz
Ana Díaz-Booz
Principal, School of International Business (2008 California Distinguished High School )

Ana Díaz-Booz is the principal of the School of International Business (SIB) at the Kearny High Educational Complex in San Diego, California. Together with her instructional leadership team, teachers, and students, Ms. Díaz-Booz has helped SIB earn distinction in the areas of Title I achievement and "Fast-Track" junior college dual enrollment while posting a bronze medal in U.S. News and World Report's annual list of America's top high schools. In her school's short five-year history, SIB students have out-performed area high school students on statewide assessments in all English language learner (ELL) sub-groups and elevated the school's academic performance index each year.

As a first generation, bilingual student from a Spanish-speaking household, Ms. Díaz-Booz possesses a unique understanding of the struggles of ELL students in the nation's public schools and the importance of rigor and high expectations. She earned a BS in mathematics and a teaching credential from the University of California, San Diego. And after serving as a math teacher in the San Diego Unified School District, Ms. Díaz-Booz earned her master's degree and administrative services credential from the University of San Diego.

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English Language Learners

Question 11: Do you think it’s better to keep entry and beginning level ELL students separated by proficiency level or to combine them for their ELL classes?

 

Responded by: Libia S. Gil (Senior Advisor, National High School Center)

The appropriate instructional grouping of English language learners poses a consistent challenge where there is a wide range of literacy levels and highly diversified home languages.  Adding to the challenge complexity is the recognition that entry level students with no formal education experiences and limited literacy skills in any language have different needs from those who enter with some basic literacy skills and exposure to schooling.

In a previous response to a question on grouping practices, the conclusion emphasized the preference for ELL placement in mixed skills groups.  The review of related literature and expert practitioner advice suggest that mixed level ELL placement with both language and content area support is the most beneficial model to avoid linguistic and social isolation.  According to R. Callahan’s study on Tracking and High School English Learners:  Limiting Opportunity to Learn (2005), a wide range of studies dispute the claim that tracking enhances learning by designating students and their assigned curriculum according to ability. ELL students placed in perceived low-track classes find that teachers may have low academic expectations and lead to the belief that ELLs are limited not only in language but also cognitive development.

It seems that a differentiated curriculum and instructional approach will provide the most progress for both the entry and beginning level student so consideration for differentiated staffing is also warranted.  Assuming limitations with additional resources and dependent on the capacity of the teaching staff to address ELLs, several options to explore may include:

  • Team teaching with equally well trained colleagues or a
  •  Co-teaching model which pairs a well trained ELL teacher with a core content area colleagues
  •  Instructional assistance or well trained volunteers may also be worthwhile possibilities for assisting in the facilitation of differentiated group instruction using various leveled curriculum and materials
  • Peer or College Tutors to provide one-one assistance and language modeling

Understanding that there are no easy solutions to complex situations, it may be helpful to review some related resources identified in a previous response, found here.