The Overlooked
What needs to be addressed is the lack of assistance available to English Language Learning (ELL) students at Hazen High School. To illustrate, I asked Bao Han Nguyen, a Hazen sophomore about her experience with an ELL peer last year. She commented that the ELL student she conversed with seemed “isolated and was [always] sleeping the whole day since he can’t understand the lessons.” From what Nguyen stated, this was the limit to his understanding of English altogether and since he lacked the English proficiency to follow instruction and receive no targeted support or the lack of invitation to, likely suggests he had no means of participating in class. Without access to the content being taught in their provided language, disengagement became inevitable—he resorted to sleeping, not out of indifference, but because he didn’t have sufficient support or resources for a proper learning experience altogether.
Other students have even begun talking about his “constant naps,” continued Nguyen. This is worrying because their lack of willingness to provide guidance and instead chat about him indicates outright disregard. On one occasion, she asserted that this student “slept through an entire period” in the wrong classroom, believing he was “in his fourth-period class.” A concerning matter such as this raises a deeper question: Without adequate resources or training in place, how can teachers be expected to effectively identify and assist ELL students whose barriers to learning may not be immediately visible?
The ML Program Exists—But Awareness & Access Fall Short
It is worth commenting that there is a Multilingual Learner (ML) Program designed to help students overcome language barriers. Yet, simply having a program is not enough. While there is a mandatory Home Language Survey that identifies students whose primary language at home isn’t English, parents and guardians are also allowed to opt out of or refuse placement in specific ELL or bilingual programs entirely. By doing so, the school loses its funding for that student, yet legally remains responsible for ensuring the student still has equal access to learning—a responsibility that falls on teachers who may lack specialized ELL training. Especially to those who do enroll may find it takes up time they would otherwise use as an opportunity for interest-based or AP classes.
Student’s Firsthand Account of Limitations
The experiences of Hazen students expose just how inconsistent that support can be. One Spanish-speaking Junior at Hazen, Camila Zepeda Garcia, shared that while deemed useful that educators helped by “explaining things more slowly,” the accommodation came with a cost—leaving her feeling in her own words, “a bit foolish for not grasping what they were teaching.” However, Nguyen had a differing opinion, she observed that some teachers “usually leave them on their own” to translate everything independently through Google Translate (a tool that is free and accessible, but no substitute that should remain for too long for instruction). To further emphasize, Garcia, who understands English reasonably well, shared that she still relies on Google Translate throughout class assignments, using her phone “all the time” simply to keep up. She appreciated that the translator is “helpful than nothing at all,” yet stated that it “only helps a little,” indicating the clear limitations of depending on a translation tool for effective academic comprehension. Additionally, from direct observations as her classmate and friend, the time spent copying, pasting, reading, and switching between the translator and her assignments was time lost; valuable time that could’ve been utilized to complete the work had sufficient support been in place. A few do go further: Nguyen had clarified that on occasion, one was recognized for providing assignments “written in different languages,” and another one was observed playing instructions “on the speaker through Google translate for a Spanish-speaking student.” In spite of that, doing that in front of the entire class brings potential cons such as drawing unwanted attention to the student’s language barrier, which could leave them feeling embarrassed or singled out rather than quietly supported.
If Google Translate only helps a bit of understanding, then it is only time to implement not solely better tools, but better support systems that give every student an opportunity to learn without shame. That’s the whole purpose of Hazen’s education system and its core values: Pride, Unity, and Achievement (PUA). Not to forget, for students who do test out, how to move forward is unclear. For instance, students exit the program once they meet a certain score on the WIDA ACCESS assessment that measures proficiency in listening, reading, writing, and speaking in English for K-12 English learners. At that point, they no longer receive targeted ELL instruction. While they are monitored for 2 years, does passing a test mean a student is actually equipped to thrive in a standard classroom environment? I don’t believe so, because as a student whose first language is English, I can’t even understand instructions at times. How much harder could it be for ELL students to comprehend what is instructed? In essence, a high score in English proficiency does not guarantee an ELL student can manage newly academic vocabulary, complex, reading, or grade-level content across all subjects. These gaps in enlightenment can quietly grow, if further support continues to be inaccessible or minor.
Possible Solution
From my observations, Teacher Assistants (TA) at Hazen remain unused—most are on their phones because the teacher or staff have nothing to task them with. None are at fault, there simply isn’t anything to prepare for. Given that Hazen counselors have even advised students to avoid the TA role in favor of academic classes because it shows college readiness. To tackle this, repurposing this role entirely is sensible, where they can gain volunteer hours. If students who have completed enough credits to graduate were instead utilized as committed language support aides, following with at-risk youth who could fulfill the role as a meaningful way to keep them connected with the school community. In the end, all groups will be able to start benefiting, where TAs gain real experience, at-risk youth gain responsibility, and ELL students gain valuable, personalized support they have been long without. The process on how to do so will be a long ride andI’m willing to find other solutions if the one I suggested isn’t possible, but if the Renton School District is willing to discuss how to initiate change, then maybe other districts will too.
A Call To Action For Structure, Permanent Support & Teacher’s Persoective
There is also another serious problem at hand. Currently, among other ELL students, primarily Spanish speakers, their only attempt to understand the assignment instructions as said before was with Google Translate or a friend fluent in English—unfortunately, the only available resources they are aware of and comfortable with utilizing. Nonetheless, a friend by their side is not adequate enough since the language barrier can cause misunderstandings with what is required and if a new trimester started; the friend wouldn’t be able to directly help anymore. You may ask, at least they have the translator right, that should be good enough? No, it absolutely isn’t since they would have to constantly rely on a translator that prevents them from actually understanding or conversing in English with their peers and teachers in the long-run.
I understand that teachers are frequently occupied with grading, lesson planning, and managing the needs of many students all at once, making it difficult to accommodate ELL students throughout the school day. On the other hand, teachers are provided frameworks such as Sheltered Instruction Observation Protocol (SIOP) to better aid emergent language learners, but even educators themselves have recognized those tools are not adequate enough to effectively support either side. That is the precise reason why further measures must be initiated. Ensuring every student, regardless of their native language, deserves an equal opportunity to succeed—whether attending AP courses or any other class requiring strong English comprehension. Ultimately, these students are worthy of more than mere workarounds; they need structured, proactive support implemented in the district to ensure no student is left behind due to a language barrier. Notably, to ELL students who might be misunderstood as “lazy,” “apathetic,” or “beyond help. Perhaps, they just needed someone to provide guidance because imagine how many other students in the school district—over a thousand—are struggling to catch up or not even getting the knowledge they need to progress into the modern world. Hazen High School and the Renton School District, I plead to you that these students are important to hold your attention and deserve the right for permanently established solutions.
