Teachers Say They Need More Support for English Learners, Survey Finds

The population of English language learners (ELLs) is witnessing rapid growth across the nation, yet funding, staffing, and state-level expertise to adequately support these students have not escalated correspondingly. This is a primary concern voiced by Khalil El-Saghir, vice president of the National Association of English Learner Program Administrators, which comprises both state and school district leaders.

While El-Saghir has observed instances where schools have successfully adopted innovative programs for English learners and enhanced engagement with their families, he emphasizes the pressing need for substantial work at the national level to guarantee equitable access to high-quality education for all English learners.

Recent findings from an EdWeek Research Center survey, conducted from May 28 to July 1 among a nationally representative pool of 874 educators—predominantly teachers in both public and private schools—expose significant gaps in educators’ preparedness to effectively work with English learners.

Insufficient Professional Development for Educators Working with English Learners

Fewer than half of the educators surveyed indicated that the instruction and professional development regarding English learners they or their school or district’s teachers received were adequate. Alarmingly, nearly 20% reported having received no training at all.

Further analysis highlighted that educators in smaller, rural, or predominantly white districts were particularly prone to reporting little or no training. Conversely, those in larger districts or counties with higher rates of low-income or Hispanic students were more likely to characterize their training as at least “somewhat sufficient.” Nevertheless, approximately one-third of educators in majority-Hispanic schools and nearly half in high-poverty schools stated they either received no training or found the training they did receive inadequate.

Experts point out that appropriate guidance and training on how to support English learners can significantly impact students’ academic experiences . This is especially true for newcomers who may require additional support. State education agencies have a crucial role in offering targeted guidance.

“Immigrant students are highly mobile and often relocate several times during their education,” noted Alejandra Vazquez Baur, a fellow at the Century Foundation and director of the National Newcomer Network. “State education agencies can address disparities in education from district to district by providing specialized guidance and establishing state-level policies that help mitigate the disparities encountered at the local level.”

Gaps in Training for Family Engagement

Professionals specializing in family and community engagement highlight a plethora of academic and social-emotional advantages when educators—rather than solely dedicated district staff—actively engage with families. Despite this, many educators report a gap in professional development concerning engagement techniques tailored for English-learner families.

A significant 51% of educators disclosed that they or the teachers they supervise had not received any professional development on effective communication with the parents or family members of English learners. More than half of teachers noted the absence of any training, while only 30% of district leaders admitted they hadn’t received any related professional development.

Those in smaller districts and predominantly white schools reported an even greater lack of training in this area. In contrast, educators in larger districts and schools with a majority of Hispanic students were more inclined to have received some preparation, often reporting more than a minimal amount of training.

Despite this disparity, a small percentage of educators indicated they had undergone extensive professional development on family engagement practices.

Need for Specialized Training Among Educators

Most educators surveyed indicated that they, or the teachers in their schools or districts, did not receive essential training focused on supporting English learners and emphasized the necessity for such training. For instance, 57% reported lacking training in translanguaging—the practice of switching between multiple languages in an educational setting—while 52% indicated a similar absence of support for engaging the families of English learners.

The South exhibited the highest demand for personalized instruction suitable for English learners, with 43% of educators lacking this critical training. This need closely trails that of the West at 39%, while rates were somewhat lower in the Midwest (34%) and Northeast (29%).

Translanguaging has gained prominence as a valuable and effective approach to language acquisition in recent years, according to numerous researchers. While 57% of educators noted in the EdWeek Research Center survey that they or their school’s teachers require translanguaging training they have never received, only 24% stated that they consider it unnecessary, implying that a majority acknowledges the value of translanguaging even without formal preparation.

Further examination of the national survey results found that elementary educators reported the most significant unmet need for training in translanguaging, with 67% lacking such preparation, unlike 50% of middle school and 55% of high school educators.

In districts that enroll 10,000 or more students, a startling 68% reported needing but lacking translanguaging training, in stark contrast to the 46% in districts with under 2,500 students.

Ileana Najarro is a reporter for Education Week, focusing on race and opportunities in schools across the United States.

Alex Harwin serves as a quantitative research analyst for the EdWeek Research Center.