Classroom Q&A with Larry Ferlazzo: Crystal Ball Prediction for ELL Instruction

Pre-pandemic, educators and advocates were “banging the gong” for fairer, more inclusive campus and district practices for multilingual students. The combination of deficit-thinking as well as limited funding for curriculum and instructional support created severe barriers and achievement gaps for multilingual students. While the evidence was in the data, statistically and anecdotally, no one was listening. Then the United States of America shut down, and suddenly, the playing field leveled just enough for that proverbial gong to be heard.