It’s the personal stories that are often lost in the conversations we have about immigrants and refugees. One personal story may seem insignificant; however, when the stories of nearly five million English Language Learners are absent from the education narrative in the United States, so is the context through which we can learn to know our students, to build empathy, and to truly understand what our students — especially newcomer students — need to be successful.
A Story Can Shift Practice
Emily Francis’ immigrant story is compelling standing on its own; however, it becomes even more powerful if we ask what this story — and the many others like it — can teach us about how we can best reach newcomer students and any student who doesn’t quite fit in.
As you read about Emily’s experience, think about the similar struggles and barriers your students face in the classroom each day. Allow Emily’s story to illuminate some of the ways that educators can identify their students’ needs and support newcomers with a few simple pedagogical shifts.
More importantly, keep in mind how a growth mindset and asset-based way of thinking is required to see the gifts that every student brings, particularly those from other cultures, languages, and countries.
When we remember the power of stories from others unlike ourselves, we can put ourselves in their shoes, developing empathy for different perspectives and different paths in life. We can learn about the funds of knowledge our students and their families posess, or the rich backgrounds, skills, and assets diverse populations bring to school. We can move beyond the challenging socio-political rhetoric and focus on the realities in our classrooms — the realities of the world our immigrant students bring to us every day.