Classroom Q&A with Larry Ferlazzo: Crystal Ball Prediction for ELL Instruction

Written By Aisha Christa Atkinson

Pre-pandemic, educators and advocates were “banging the gong” for fairer, more inclusive campus and district practices for multilingual students. The combination of deficit-thinking as well as limited funding for curriculum and instructional support created severe barriers and achievement gaps for multilingual students. While the evidence was in the data, statistically and anecdotally, no one was listening. Then the United States of America shut down, and suddenly, the playing field leveled just enough for that proverbial gong to be heard.

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Aisha Christa Atkinson

Aisha Christa Atkinson is an award-winning instructional leader, education scholar, and writer whose work centers on inclusive leadership, literacy development, and the design of supportive school communities. She serves as Assistant Principal at Stafford Early Childhood Center in Texas and was named Stafford MSD District Professional of the Year (2025) and the 71st Texas Mother of the Year by American Mothers, Inc. (2023). Her writing has appeared in Education Week, Edutopia, Texas Voices, Teacher2Teacher, and Advocate for Me Magazine, where she examines instructional leadership, differentiated instruction, and systems that cultivate belonging. Aisha holds advanced degrees in Educational Administration and English Education and writes at the intersection of practice, policy, and purpose.

https://www.aishacatkinson.com
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