As I waited in the crowded library for the unfamiliar face, I repeated my questions in my head, hands fidgeting nervously. Mrs. Marinich entered the library, shaking her umbrella, a smile illuminating her face as soon as she saw me. As we walked into our meeting room, I watched as she waved to a little girl bundled in a pink rain coat. “Hi!” Mrs. Marinich whispered. The young girl’s eyes twinkled at the sight of her teacher. That was the moment I realized: to that girl, Mrs. Marinich was not simply a teacher. She symbolized a chance to belong, connect and most importantly, grow.

Last Thursday, I had an amazing experience interviewing the inspiring Mariana Marinich, an ESL Specialist at River Edge Public Schools, who shared with me her perspective on the challenges young ELLs face in society, school and beyond.

Q: Can you tell me a little more about your experience and story? What drew you to this field?

A: I am a first generation immigrant. I came to the USA from the former Soviet Union after graduating college. English is my second language. I understand the struggle and limitations that my students encounter and I can easily identify and empathize with them because I know how they feel from my personal experience.

Q: ELLs are the fastest-growing student population in the country. What are some struggles ELL students face in society and how can we help?

A: I think the biggest challenge for my students and their families is trying to “fit in” socially. It is not only the language barrier, but also traditions and culture. Sometimes, they are too embarrassed to be ethnically identified, and they are hesitant to share their traditions if they think they might look weird to other people. Sometimes, kids are embarrassed to bring their ethnic food for lunch, many parents change their kids’ names to American names. Also, I noticed that some families try to keep together within their ethnic group and it is hard for them to expand their circle of friends. I think, it’s lack of confidence and fear of unknown that prevents people from getting to know each other.

Q: What would you say to someone facing anxiety or a lack of confidence due to their limited English proficiency?

A: I would say that dedication, hard work and positive attitude will pay off. The more you try to communicate with others, the more you practice reading, writing, speaking and listening, the faster you learn. Also, try not to be shy or embarrassed, and get out of your comfort zone. Join different social and educational groups, sports teams, extracurricular activities, etc.

Q: What advice do you have for parents trying to incorporate ESL techniques at home?

A: We believe that bilingualism or multilingualism is a gift, and we are getting more students who speak more than two languages. In order for kids to preserve their home language, we encourage them to communicate in their home language at home. So I don’t think parents who are fluent in their home language, but not fluent in English, should try to use any ESL techniques at home.  Moreover, we encourage our ML’s parents to read books and discuss them in their home language because this is how language transfer occurs, when students learning a new language apply the rules and norms of their first language to their second and third language.

Q: According to Pew Research Center, two-thirds of ELL students are in grades K-5. Books are fundamental for children with growing minds, especially during elementary school. What is your favorite book for English language learners and why?

A: The majority of my students are in Grades K-3 – it is about 90% of my students. I like using non-fiction books for my students to learn vocabulary, life concepts, and make interdisciplinary connections, especially with topics that would grab their interest. Texts about sports, holidays, families and family traditions, animals, and nature are always popular amongst my students. One of the  fiction books that my students enjoy is “Too Many Tamales” by Gary Soto and Ed Martinez. There is so much I can do with this story from a teacher’s perspective. It’s very important for books ELLs read to be extremely visual, have simple sentences and vocabulary, and provide representations of multicultural and immigrant children to help foster a welcoming, familiar and comforting connection between languages and cultures. One of our favorite activities is a Reader’s Theater, when each of my students, including newcomers, are able to shine.

Q: What are some activities you enjoy incorporating in the classroom?

A: Songs, arts and crafts and creative writing are always amazing tools. I love to let them create their own picture books because they are all such talented artists. Art serves as a communicator and outlet for their creativity, so drawing pictures and captioning them with their own sentences to create a book is always fun. Outside of the classroom is important for students as well, so I always tell them to read books to their parents.