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FEATURES & COMMENT

SHUTTERSTOCK: EIKO TSUCHIYA and Abilities?’ Simultaneously, the mothers help students develop learning
Go to College?’ and, ‘What are My Interests
that promote language learning and
participate in workshops such as ‘What Can
strategies and critical thinking skills.
my Daughter Be When She Grows Up?’ or
Prepare lessons with clear language
‘What Are My Daughter’s Interests and
and content objectives and engage
ELLs in the use of authentic language.
Abilities?’
Academic Development activities include
workshops for both mothers and daughters
on time management and schoolwork.
Observe and reflect on ELLs
Mothers also have an opportunity to enrol in 4. Adapt Lesson Delivery as Needed:
responses, to determine whether the
the General Education Development (GED) students are reaching the learning
and receive their high school equivalency or objectives. Vary your oral language
take English classes at a local community input, using L1 if possible, presenting
college or university. visual aids and arranging peer
For the Community Development area, the support.
girls plan and implement a community
service project, while their mothers explore 5. Monitor and Assess Student
community resources that might be used for Language Development: ELLs learn at
their own or their daughters’ further different rates, so regularly monitor
development. and assess ELLs language
The Personal Development topics bring development to advance their
the girls together to discuss topics such as learning efficiently. Gather data to
family relationships, peer pressure and feeling measure student language growth,
better about themselves. Mothers participate monitor students’ errors through
in workshops such as, ‘How Can I Help My frequent interaction and provide
Daughter Feel Better About Herself?’ ongoing feedback.
Essentially, the programme was designed to
socialise the girls about planning their future 6. Engage and Collaborate within a
careers, beginning with focusing on their Community of Practice: Collaborate
academic and leadership skills. At the same with others to provide the best
time, mothers were familiarised with support for ELLs. Participate in
academic options. All of these activities also continuous learning and developing
promote and improve communication and leadership skills so you can be a
teacher, both in and outside of class. The bonding between mothers and daughters. resource to your school, as well as
teacher checks for understanding and to Gender has frequently operated as a major getting involved in designing and
identify needs for re-teaching. barrier to educational completion in Latino developing curricula.
communities, due to a wide variety of
You are famous in Texas for creating socioeconomic, cultural and attitudinal
the Mother-Daughter programme. factors. At the same time, strong family REFERENCES
What does that involve and why do relationships and maternal expectations are n Fisher, D., & Frey, N. (2013). Better learning
you think working with parents is so crucial in Latina girls’ academic success, through structured teaching: A framework for
important? especially in preventing dropouts. the gradual release of responsibility (2nd ed.).
In June of 1986, I led a group of concerned Alexandria, VA: ASCD.
educational professionals on the US/Mexico There are six things that teachers need McVee, M., Ortlieb, D., Reichenberg J., and
border, including participants from the to remember when working with ELLs. Pearson, P.D. (Eds) (2019). The Gradual
University of Texas at El Paso (UTEP), the They are derived from a set of Release of Responsibility in Literacy Resarch and
Ysleta Independent School District and the Principles for Exemplary Teaching of Practice, Vol 10. Downloaded from
local YWCA. Together, we formed a coalition ELLs that I developed along with two https://books.emeraldinsight.com/page/detail/The
to address the widespread problem of high other authors on the McGraw-Hill -Gradual-Release-of-Responsibility-in-Literacy-
dropout rates among Latina females. This Instructional Programmes (Wonders Research-and-Practice/?=9781787694484
coalition created the El Paso Mother- and Maravillas). Pearson, P.D. & Gallagher, M.C. (1983).
Daughter (M/D) Program to provide The instruction of reading comprehension.
academic intervention for 6th grade Latina 1. Know your ELLs: Learn basic Contemporary Educational Psychology, 8(3),
girls at high risk of becoming school information about their families, 317-344. Doi:10.1016/0361-476X(83)90019-X
dropouts. language, cultures and educational
In the traditionally close-knit Latino backgrounds to engage them and to Dr. Tinajero is
family, the mother exerts a particularly deliver lessons more effectively. Tap currently a Professor
powerful influence on her children. Thus, into ELLs prior knowledge and talents. of Bilingual
Latino mothers have the potential for Education and was
influencing their daughters’ (and sons’) 2. Create Conditions for Language previously Dean of
educational career choices. So, mothers are Learning: Create a classroom culture the College of
an integral part of the program. where students feel comfortable. Education at the
The M/D Program began by initiating Demonstrate an expectation of University of Texas
activities around four important success for all learners and plan at El Paso (UTEP). She serves as Director
developmental areas: Career Development, instruction which enhances and of the UTEP Mother-Daughter/Father-Son
Academic Development, Community Life supports ELLs’ motivation for learning. Program, and Chair of El Paso Do the Write
Development, and Personal Development. Thing, a violence prevention program for
For example, in the Activities for Career 3. Design High-Quality Lessons for middle schoolers. She is the current president
Development module, the girls participate in Language: Plan meaningful lessons of NABE—the National Association for
workshops entitled, ‘What Does It Take to Bilingual Education

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