Education Mind Map

MLL School Counseling Mind Map

Going the Extra Mile

Equity

Educational Partners

Self-Efficacy

Strategies

Belonging

Bibilography/Resources

Going the Extra Mile

School Counselors' experience with working with MLL students and households.

• Personal privileges and background (MCSJC)
• Advocacy work for MLL students
• Going beyond the roles that the profession may have presented.
• Farell et al. (2022)

Bibilography/Resources

ASCA (2022). ASCA Ethical Standards for School Counselors. Farrell, I. C., Binkley, E. E., Garcia, M. A., & Jackson, T. N. (2022). Advocacy of School Counselors Working with ELL Students. Professional School Counseling, 26(1). Johnson, L. V., Ziomek-Daigle, J., Haskins, N. H., & Paisley, P. O. (2017). An Investigation of School Counselor Self-Efficacy with English Language Learners. Professional School Counseling, 20(1), 44–53. McAuliffe, G. J. (2020). Culturally alert counseling: A comprehensive introduction (3rd ed.). Sage Publications. Shi, Q., & Watkinson, J. (2019). English Language Learners and School Belonging: Implications for School Counselor Practice. Professional School Counseling, 22(1).

Bibilotherapy

Bridging

• The use of narratives, stories, and experiences to support students' learning, social-emotional, and more.
• Selection of titles should be culturally senstive to the experiences of MLL students.
• Bilingual books can also be a beneficial addition to bibiliotherapy.

• Multicultural and Social Justice Competencies require for counselors to understand the worldview of clients.
• Bridging can be utilized to gain reflection of the intersectionality that MLL students/households carry with culture, langauge, and more.

Belonging

• School Counselors must make a conscious effort to recognize MLL students' experiences and background.
• An enviroment and school culture that promotes and cultivates diversity.
• E.g. Cultural Celebrations

Not Belonging

• MLL Students felt most left out when faculty and staff did not show care for their needs or disinterest for them.
• Shi & Watkinson (2017)

VS

MLL (ELL) Students

Multilingual Language Learners (English Language Learners)

• Who are MLL students and what is the process for schools like?
• School counselors are obligated to address the specific needs and support of MLL students within comprehensive counseling programs and to devise unique lessons, counseling techniques, and processes for MLL students that are imbedded in their services direct and indirect.

• Learning a new language
• Forming peer relationships
• Low Self-esteem
• Academic Difficulties

Pagan-Rivera (2014, as cited in Shi & Watkinson, 2019)

ASCA Ethical Standards

• Preferred Language
• A.10. Marginalized Populations
• B.2. Responsibilities to the School
• j. Advocate for the use of vetted, bilingual/multilingual translators to represent languages used by families in the school community and support broader cultural communication and engagement.

Equity

• MLL students are often placed or misplaced in educational services that are not appropriate to their experiences and abilties.
• Special Education
• Advanced Placement (Honors)
• Bilingual Classrooms
• Assumptions and Biases of MLL students
• Farrell et al. (2022)

Self-Efficacy

• School Counselors self-reported being prepared, properly equipped to support MLL students Johnson et al. (2017).
• School counselors indicated confidence due to training and educational courses related to MLL content and literature.
• Researchers noted differences in regards to counselor demographics with counseling diverse learners.
• Differences between Black and White Counselors
• Location of school regions
• Trainings/further education
• Size of population

• School Counselors need to understand all aspects of the household. Living stituation, resources, transportation, and more to collaborate with them.

Households

• Collaboration with educators, professional staff, and more are important for MLL students.

• Educators who specialize in MLL (ELL) instruction are important.

Faculty/Staff

• School counselors should strive to reach out to communities.
• Understand and coordinate with community resources.

Community

Bibliography/Resources

ASCA (2022). ASCA Ethical Standards for School Counselors. Farrell, I. C., Binkley, E. E., Garcia, M. A., & Jackson, T. N. (2022). Advocacy of School Counselors Working with ELL Students. Professional School Counseling, 26(1). Johnson, L. V., Ziomek-Daigle, J., Haskins, N. H., & Paisley, P. O. (2017). An Investigation of School Counselor Self-Efficacy with English Language Learners. Professional School Counseling, 20(1), 44–53. McAuliffe, G. J. (2020). Culturally alert counseling: A comprehensive introduction (3rd ed.). Sage Publications. Shi, Q., & Watkinson, J. (2019). English Language Learners and School Belonging: Implications for School Counselor Practice. Professional School Counseling, 22(1).