ABOUT ELACHE
The English Learners Advocacy Council in Higher Education (ELACHE) is a statewide organization of higher education faculty who are involved in bilingual and English Learners (ELs) research and teacher preparation. ELACHE also has a number of affiliated members who have an interest in advocating and promoting educational equity for ELs. Currently there are 55 faculty members representing 21 universities and colleges across the state, as well as 10 affiliated members associated to various agencies and organizations such as the Illinois Early Learning Council, Illinois Latino Family Commission, Illinois Bilingual Advisory Council, ISBE, the Illinois Resource Center and the Latino Policy Forum. ELACHE was founded and is co-chaired by James Cohen from Northern Illinois University and Sonia Soltero from DePaul University.
The primary aim of ELACHE is to establish a focused network of higher education faculty and other educators who teach about, conduct research on, and/or advocate for EL education. The purpose of this organization encompasses multilayer objectives:
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Provide a forum for sharing information on curriculum, policy, research, events, initiatives, and advocacy efforts.
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Offer expert advice to policy-makers, media, and other groups.
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Create policy briefs and/or information briefs to advance public knowledge about ELs.
Promote the inclusion of the EL education field in teacher preparation and leadership licensure programs.
The English Learners Advocacy Council in Higher Education (ELACHE) was co-founded by Dr. Sonia Soltero, Associate Professor and Chair of the Department of Leadership, Language and Curriculum at DePaul University, and Dr. James Cohen, Associate Professor of Literacy Education at Northern Illinois University. ELACHE’s membership is comprised of a focused network of faculty from higher education institutions across Illinois who teach and conduct research on English Learners (ELs). ELACHE affiliated members affiliate representatives from the Illinois State Board of Education, the Mexican American Legal and Education Fund, the National Association for Bilingual Education, the Latino Policy Forum, and other organizations.
Together, this coalition aims to provide a forum for sharing information on curricular policy, research, events, initiatives, and advocacy efforts concerning ELs. Other goals include offering expert advice to policymakers, media, and creating policy and/or information briefs to advance public knowledge on ELs. In 2013, Sonia and James spearheaded the formation of ELACHE, tapping into their network of higher education faculty that advocates for ELs. In reference to their responsibility in leading ELACHE goals, Sonia explains, “As co-chairs of ELACHE, we led several legislative efforts to increase teacher preparation capacity related to English learners in the state, as well as counter legislation to eliminate coursework for ESL and Bilingual Education endorsements in Illinois.”
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As a result of her own educational journey and teaching experience, Sonia understands the importance of biliteracy. She explains, “When I graduated from the University of Arizona with a degree in Elementary Education, I was lucky to get a teaching job right away as a bilingual education teacher because I was biliterate. I realized very quickly how critical it was for my young students to have these biliteracy skills, so from my first year teaching onward, I became a staunch advocate for the rights of linguistically-diverse students to maintain and develop their heritage, language, and culture.”
James’ educational career also proved to him the importance of biliteracy. After earning his doctorate degree from Arizona State University, he was recruited to his current position at Northern Illinois University. James believes it is important for teacher preparation programs to incorporate bilingual and ESL courses in their curriculum so that every licensed teacher can earn the ESL/Bilingual endorsements. He says that “By obtaining the ESL/Bilingual endorsement or at least taking these classes, teachers learn the socially-constructed hierarchical structures that exist in our society and will gain a better understanding of why so many culturally and linguistically diverse students do not do well in our schools.”
While ELACHE has been successful in this advocating for increasing understanding about the education of ELs, there are still persistent misconceptions and gaps. Good teaching is not enough to address the special needs of linguistically and culturally diverse students. Teachers must also have a deeper understanding of second language acquisition and policy, as well as the sociocultural and political context of educating students who are not yet proficient in English and who come from families that speak languages other than English. James adds that “The most difficult challenge is educating people in positions of power so that they understand the importance of ensuring that teachers are prepared to not only teach native English speakers but all culturally and linguistically diverse students.”
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THE FOUNDERS
MEMBERSHIP
ELACHE connects its members to a community of professionals who are interested in advocating and promoting educational equity for ELs. Higher education faculty of Illinois institutions and members associated with various agencies and organizations who are involved in bilingual and English Learners (ELs) research and teacher preparation in Illinois are welcome to join.
Membership is free! To become a member, please register online by completing the form below.
ELACHE
The English Learners Advocacy Council in Higher Education (ELACHE) is an organization of higher education faculty of Illinois institutions who are involved in bilingual and English Learners (ELs) research and teacher preparation, and of affiliated members who have an interest in advocating and promoting educational equity for ELs.
ADVOCACY
ELACHE is committed to the advancement and advocacy of ELs’ education. Specifically, this coalition aims to provide a forum for sharing information on curricular policy, research, events, initiatives, and advocacy efforts concerning ELs. Other goals include offering expert advice to policymakers, media, and creating policy and/or information briefs to advance public knowledge on ELs.
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ELACHE members’ involvement included:
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Serving on ISBE’s Bilingual and ESL Standards for Pre-Service Teachers Advisory Committee, charged with developing BE and ESL state standards for bilingual education, ESL, and general education teachers.
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Drafting a letter signed by more than 60 Illinois higher education faculty requesting the suspension of House Bill 1268 that would substitute current Illinois State law mandating 18 semester hours for endorsements to teach BE or ESL, with a one day workshop (Bill is deferred in committee).
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Participating in the drafting of House Bill 2682, requiring that all teacher preparation programs include two courses (one on second language acquisition and one on EL culture) to cover IPTS standards related to ELs (Bill is pending in committee).
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Participating in a Press Release organized by the Pilsen Neighborhood Association promoting House Bill 2682.
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Meeting with ISBE Chairman, Gary Chico, to discuss the need for teacher preparation programs to include dedicated coursework on ELs to fully prepare all Illinois teachers to work with language diverse students.
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Supporting efforts to pass Senate Bill 1221, establishing the State Seal of Biliteracy that recognizes public high school graduates who have attained a high level of proficiency in one or more languages in addition to English. (Bill passed in 2013).
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Collaborated with Latino Policy Forum to formulate a Position Statement entitled Preparing All Illinois Teachers to Educate Linguistic and Culturally Diverse Students: A Call to Action.
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Meetings with ISBE Deputy Superintendent Jason Helfer to discuss concerns regarding the Department of English Learners, teacher preparation, and superintendent and principal preparation.
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ABOUT ELACHE
The English Learners Advocacy Council in Higher Education (ELACHE) is a statewide organization of higher education faculty who are involved in bilingual and English Learners (ELs) research and teacher preparation. ELACHE also has a number of affiliated members who have an interest in advocating and promoting educational equity for ELs. Currently there are over 60 faculty members representing 21 universities and colleges across the state, as well as over 10 affiliated members associated to various agencies and organizations such as the Illinois Early Learning Council, Illinois Latino Family Commission, Illinois Bilingual Advisory Council, ISBE, the Illinois Resource Center and the Latino Policy Forum. ELACHE was founded and is co-chaired by James Cohen from Northern Illinois University and Sonia Soltero from DePaul University.
The primary aim of ELACHE is to establish a focused network of higher education faculty and other educators who teach about, conduct research on, and/or advocate for EL education. The purpose of this organization encompasses multilayer objectives:
-
Provide a forum for sharing information on curriculum, policy, research, events, initiatives, and advocacy efforts.
-
Offer expert advice to policy-makers, media, and other groups.
-
Create policy briefs and/or information briefs to advance public knowledge about ELs.
-
Promote the inclusion of the EL education field in teacher preparation and leadership licensure programs.
ELACHE meets yearly at the Statewide Conference for Teachers Serving Linguistically and Culturally Diverse Students and at the Illinois TESOL-Bilingual Education Conference. The issues that have been addressed by ELACHE include Illinois state educator licensure, teacher evaluation requirements, legislation, and bilingual education and ESL teacher standards. ELACHE members have been involved in a number of efforts to advance a broader understanding among general education practitioners and policymakers about the educational needs of ELs. The focus of ELACHE continues to center on state policies and proposed legislation that includes: Illinois Professional Teaching Standards (IPTS) that require inclusion of EL education content in teacher licensure programs; new teacher candidate evaluation Educational Teacher Performance Assessment (edTPA) and its impact on pre-service ESL/BE teacher candidates; Common Core State Standards that hold all teachers accountable for the education of all students, including ELs, and its implications for ELs and their teachers; high stakes statewide mandated teacher evaluations; ESSA implications for state policy and implementation; and proposed legislative bills.
