Source: http://www.nea.org/home/63594.htm
Timestamp: 2019-04-20 12:31:31+00:00

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2. Identify your allies. Advocacy occurs at different levels, alongside varied partners. To be effective, you must foster relationships with others, be willing to listen to opposing viewpoints, and use conflict as an impetus for change. There will be a wide variety of perspectives for any issue, and it’s important not to dismiss those who do not share your beliefs. Despite differing opinions, the advocacy process has the potential to be a consciousness-raising experience for all participants.
3. Be clear on the rights of ELL students. Have a clear understanding of the policies and laws that are in place to protect ELLs and their families. It empowers you to advocate from a position of what is ethically right and legally right. The rights of ELLs are encased in legislation, but also in hard-fought court victories that have been instrumental in actually protecting those rights and establishing educational standards: Mendez v. Westminster addressed the segregation of Mexican students in California schools and paved the way for Brown v. Board; Lau v. Nichols argued for ELL students’ rights to have instruction in a language they understand; Casteñeda v. Pickard demanded high-quality bilingual education programs; and Plyler v. Doe secured the right of undocumented students to an education.
What can I do in my school?
What can I do in my district?
How can I collaborate with other non-school-based communities?
Before Brown, There was Mendez: The Lasting Impact of Mendez v. Westminster in the Struggle for Desegregation by María Blanco (2010).
Serving English Learners: Laws, Policies, and Regulations by D. Zacharian (2012).
No Undocumented Child Left Behind: Plyler v. Doe and the Education of Undocumented Schoolchildren by M. Olivas (2012).
Undocumented Immigrants and Higher Education: ¡Si se puede! by A. Rincón (2008).

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