ALBERTVILLE, Ala. — About one-third of Albertville City Schools students are learning English as a second language. This is a higher percentage than larger districts like Madison County or Jefferson County, and teachers and administrators are asking the state for help to support these English Learner students.
The district says two of the issues educators are facing are language barriers and limited or interrupted formal education. “ACS is home to excellent teachers who provide our students with a quality education every day. However, we face obstacles directly and indirectly influenced by the language barrier,” said Albertville Superintendent Dr. Bart Reeves.
Reeves sent a letter to state and local leaders outlining how teachers and staff deal with these barriers on a daily basis while teaching state standards in a way these students can understand. This is why they are asking for extra support. “While proficiency in English is undoubtedly vital, it’s important to understand that language proficiency does not determine a student’s capacity to learn. We firmly believe in the potential of all students to succeed and become proficient in English through dedicated support and resources. Our commitment extends to fostering a supportive learning environment for every student, regardless of their current language abilities,” said Reeves.
Reeves says that priority schools in Alabama, those that receive a D or F on the state report card, get an aide in every K-2 classroom. He believes that schools with a significant number of EL students deserve the same level of support as priority schools. All Albertville City Schools received grades of "B" or "C" on the most recent report card.
Other support the district is asking for includes:
- An amendment to the Alabama Literacy Act, allowing EL students who do not pass the third grade reading assessment to advance to the next grade without being retained so students are not penalized as they are learning.
- The establishment of a teacher unit mechanism to accommodate the influx of students arriving during the school year.
- The extension of the state report card exception period for EL students from three years to five years on state assessments.
“This adjustment is in line with research findings which suggest that language acquisition generally requires five to seven years. Our aim is to ensure that EL students are given adequate time and support to demonstrate their language proficiency and academic capabilities," explained Reeves.
Families and members of the community are encouraged to reach out to state legislators for help. “As someone who has dedicated 27 years to education, I thought I comprehended the challenges until I witnessed them firsthand,” said Reeves. “We want to extend an invitation for state legislators to step into our schools and experience the reality of our daily struggles and witness firsthand the challenges we face.”