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Q & A with Delia Pompa: We need to do more for English learner students
By Suzanne Bouffard
Categories: Data, English learnersApril 2019
Vol. 40 No. 2
Q: What do we know today about the needs of English learners that we have not historically addressed in teaching and learning? A: A lot of what we know today we have known for a long time. It’s been more a question of will and resources to do what needs to be done. We know that language and content skills are intertwined and that you support English learners’ academic development by supporting their language development. Researchers have been saying for a long time that you can’t separate the two. It’s not enough for all staff to have knowledge about English learners and how they learn. Everyone also needs to know their individual role in supporting these students. That means that content teachers need to understand
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Delia Pompa’s distinguished career in education policy has focused on the needs of immigrant students and English learners. She is a senior fellow for education policy at the Migration Policy Institute and was previously senior vice president for programs at the National Council of La Raza (now UnidosUS) and director of education for the Children’s Defense Fund.
Pompa has had a long-standing influence on education policy through positions as the director of the Office of Bilingual Education and Minority Languages Affairs in the U.S. Department of Education, executive director of the National Association for Bilingual Education, and assistant commissioner at the Texas Education Agency.
She began her education career as a bilingual teacher in Texas, later becoming executive director for bilingual and migrant education in the Houston Independent School District.
Suzanne Bouffard is senior vice president of communications and publications at Learning Forward. She is the editor of The Learning Professional, Learning Forward’s flagship publication. She also contributes to the Learning Forward blog and webinars. With a background in child development, she has a passion for making research and best practices accessible to educators, policymakers, and families. She has written for many national publications including The New York Times and the Atlantic, and previously worked as a writer and researcher at the Harvard Graduate School of Education. She has a Ph.D. in developmental psychology from Duke University and a B.A. from Wesleyan University. She loves working with authors to help them develop their ideas and voices for publication.
Categories: Data, English learners
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