Mr. Ragucci knows that students at FDR’s YABC have faced several academic challenges. This is why he puts so much focus on the resources, supports, and programs available for our students. Our English Language Learners have the benefit of two language support teachers in 241, Ms. Pierre-Louis and Mr. Chan. YABC’s Paw Prints was lucky to get some feedback from one of our talented language support teachers, Ms. Pierre-Louis.

1. Please describe the role you play for our YABC students?
Our primary role is to act as a bridge between the students’ current language abilities and the high school curriculum they need to master to graduate. This facilitates the learning of and access to content, whether it’s literature, history, or science. Beyond instruction, I serve as an advocate and a mentor, ensuring that students feel seen and heard. My goal is to lower their anxiety about learning a new language so they can focus on their intellectual growth.

2. What are the greatest challenges students face when learning a language while completing course curriculum?
One challenge students face when learning a language while completing the course curriculum is that they are required to learn complex academic concepts (like analyzing a novel’s structure or historical causes/effects) at the same time that they are acquiring the basic, every day vocabulary needed to express those thoughts. It is mentally exhausting. Additionally, YABC students often juggle full-time jobs, family responsibilities, and gaps in their prior education. Trying to process a second language after a long day of work or dealing with adult responsibilities adds a layer of fatigue that many traditional day-school students might not experience.

3. What language supports are most important for our students to help them succeed?
Scaffolding is essential. This includes:
Visual Supports– Using images, graphic organizers, and diagrams to demonstrate and explain concepts.
Sentence Starters– Giving students the start of a sentence so they can focus on the content rather than the grammatical structure.
Contextualized Vocabulary– Teaching words within the story and not just in isolation.

4. What is your favorite thing about working at FDR’s YABC?
My favorite thing is witnessing the incredible resilience of our students. YABC students have often faced setbacks in traditional schools, yet they have chosen to return and finish their education. Watching a student have an ‘aha!’ moment when they understand a complicated text in their second language or seeing them walk across the stage at graduation after overcoming so many obstacles is very rewarding.

I special thanks to Ms. Pierre-Louis and Mr. Chan for providing our YABC students with the tools they need to succeed here and after graduation!