Jeshua Nunez

Dr. Clenance

English 110 B

11/5/25

 

Lost In Translation

 

Non-native English speakers face unique challenges in the American education system, especially in English Language Arts (ELA) courses often due to multiple weaknesses. While courses like Math and Science are built on clear rules and definitive answers, English often demands subjective interpretation, creativity, and self-expression. While English classes are meant to help students express themselves and develop their voices, the reality often looks different. Weaknesses throughout the traditional grading systems, unqualified teaching practices, and deficit-based practices make ELA classes more discouraging than educational for students still learning the English language. These aspects often prioritize grammatical perfection and standardized expectations, over effort, growth, and creativity, leaving multilingual students feeling a lack of motivation and/or overwhelmed. To build an eased and more inclusive learning environment, schools should be more aware and investigate the weaknesses of the ELA grading systems, ensure teachers are properly trained to support English learners and reduce deficit-based teachings.

Multiple students struggled in learning English whether you’re a native speaker or not. However, being a non-native English speaker surrounded in classrooms full of English speakers can be overwhelming and intimidating. On top of that, they are being graded and corrected on how they speak, write, and read. Allison M. Hosman, an engaged & justice-focused instructor of language and writing skills, strives to improve multilingual education where students from all backgrounds can thrive both in and out of the classroom. In his thesis paper, “ ‘My work doesn’t need to be perfect as long as the effort is there’: A Case Study of Multilingual Student Perceptions of Labor-Based Grading Contracts in the First-Year Writing Classroom”, he implies that “Grades remain a necessary evil and institutional reality in many first-year writing classrooms.” (Hosman Pg. 4). Hosman further supports this argument by referencing other writers such as Streifer & Palmer (2020). This argument shares how the traditional way of grading students is very conflicting towards the learning process, damaging student’s motivation, mental health and interest in ELA and the subject of English. Its outcomes even can lead to reduced desire to continue learning, avoiding challenging tasks (Hosman Pg. 4). Ultimately, using the information given by Hosman’s thesis, we learn the detrimental weaknesses the grading system can influence towards students who are non-English speakers/writers. English based grading should be avoiding students losing motivation/mental health and growth and striving for the opposite, progression and curiosity. Something that should be available for every student, no matter if they’re familiar or not to English.

Although the grading system within ELA classes could lead to harming and negatively affecting non-English students, there’s other factors that contribute to this argument. A major problem has to do with teachers who aren’t qualified for teaching in English as a Second Language (ESL). ESL teachers/professors help English learning students improve their reading, writing, speaking, and listening skills through lessons directed for them. Trisha Minocha, an author to her article, “The U.S. education system fails to support non-native speakers” in which she argues and critiques the education system on how it treats non-native English speakers. Throughout her article, Minocha references how English language learners has a lack of ESL trained teachers to provide effective instructions that must be accounted in their language such as unique academic and social needs (Minocha). Minocha further supports her claim by providing stats and evidence such as stating how, “While 41% of public school teachers have taught ESL students, less than a third of those teachers have received bilingual or ESL certification. Therefore, such teachers are not prepared to support English language learners” (Minocha). Her purpose is to expose and create concern in the education system, especially those who are going to or know students that are non-native. Students should receive the utmost fairness and an equal amount of learning, including the teachers that are meant to teach them. If teachers aren’t qualified to support ESL students, the learning growth they’re receiving isn’t fair or effective to how they should be taught, compared to non-ESL students. To help improve the teaching experiences, teachers will need to be better qualified to create improved learning experiences and environments for non-English students to effectively learn/grow.

A common controversial topic in relation to teaching practices in the education system is Asset-based vs Deficit-based practices. These two prevalent teaching practices both aim to help and improve students in the classroom but with very different approaches and instructions. Asset-based teaching involves improving the student’s existing skills and strengths, leveraging what is present. On the contrary, deficit-based teaching approaches a student’s problems and performance, often concentrating on what they’re lacking and missing on. Due to the very radical differences between these approaches, many writers/educators write studies and articles aiming to fully replace and remove deficit-based models to spread asset-based models more widely. Husum Yasir, Waseem khan Akram both writers of their research article, “Leveraging Strengths vs. Addressing Weaknesses: The Impact of Asset-Based and Deficit-Based ESL Approaches on Elementary Students” conducted a study that explored the comparison between Asset and Deficit based approaches on ESL elementary students. For example, Yasir and Akram both argue how unlike asset-based, deficit-based approaches are a negative and take a huge toll towards ESL students such as students being treated how their native language/cultural background are obstacles to overcome. While on the contrary, asset-based instructions recognize them as valuable contributions to the learning process. (Yasir, Akram, Pg. 4). Asset-based instructions allow for effective language development, unlike asset-based instructions. With schools still teaching with deficit-based practices, students new to the English language are more harmed and aren’t learning on how they should be expected. Yasir and Akram also point to the huge difference between these approaches: “deficit-based models, which emphasize students’ weaknesses, often lead to reduced self-esteem, disengagement, and lower academic performance. In asset-based classrooms, the emphasis on collaborative learning also plays a role in boosting academic achievement.” (Yasir, Akram, Pg. 7). Both Yasir and Akram wishes to convey to these readers the importance of using asset-based approaches in preference to deficit-based in hope of informing the weaknesses (but also the strengths) behind the growth and learning for ESL students in their education. Understandably, deficit-based teaching approaches should be reduced to a minimum. Asset-based learning should be prioritized as it clearly is more advantageous and valuable for non-native English students’ education.

In conclusion, non-native English speakers face multiple challenges within the American education system, especially in ELA courses that often prioritize perfection and standardization over progress and creativity. The weaknesses in grading systems, unqualified teaching practices, and the continued use of deficit-based models all contribute to an unfair and discouraging learning environment for students still learning English. To create a more inclusive and effective classroom, schools should focus on their weaknesses in the ELA grading systems to value growth and effort, ensure that teachers receive proper ESL training, and promote asset-based practices that recognize and use students’ existing strengths. By addressing these issues, schools can help English learners not only succeed academically but also feel confident and supported in expressing themselves through the English language.

 

 

Works Cited

Hosman, A. M. (2023). “My work doesn’t need to be perfect as long as the effort is there”: A case study of multilingual student perceptions of labor-based grading contracts in the first-year writing classroom [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1295/

Minocha, Trisha. “The U.S. Education System Fails to Support Non-Native Speakers.” The U.S. Education System Fails to Support Non-Native Speakers – The Emory Wheel, 7 Feb. 2024, www.emorywheel.com/article/2024/02/the-u-s-education-system-fails-to-support-non-native-speakers.

Yasir, Husum, and Waseem  Khan Akram. “(PDF) Leveraging Strengths vs. Addressing Weaknesses: The Impact of Asset-Based and Deficit-Based ESL Approaches on Elementary Students’ Learning Outcomes and Classroom Participation.” Leveraging Strengths vs. Addressing Weaknesses: The Impact of Asset-Based and Deficit-Based ESL Approaches on Elementary Students’ Learning Outcomes And, www.researchgate.net/publication/383943228_Leveraging_Strengths_vs_Addressing_Weaknesses_The_Impact_of_Asset-Based_and_Deficit-Based_ESL_Approaches_on_Elementary_Students’_Learning_Outcomes_and_Classroom_Participation. Accessed 15 Nov. 2025.