English learners teacher training in Los Angeles remains limited, as educators in LAUSD report gaps in support, family engagement, and student safety that directly affect Latino and immigrant communities.
Teachers who work with English language learners say they need more training in language instruction and identities — as well as greater engagement with multilingual families, according to an EdWeek Research Center survey.
The survey included 1,100 educators nationwide.
The educators said more training on working with English language learners, particularly for general education teachers, would be particularly helpful. And many students find themselves with general education teachers who don’t have the tools to teach language through academic material.
In the Los Angeles Unified School District (LAUSD), educators have expressed an urgent need for additional training to adequately support English Learners (ELs). Despite the district’s efforts to expand programs such as Dual Language Education—which is projected to be available at 44 schools during the upcoming school year—many teachers feel insufficiently prepared to address the specific challenges these students face.
Within LAUSD, the number of teachers specifically dedicated to instructing English Learners stands at approximately 4,006 English language instructors.
There’s also a critical gap in parent engagement, the survey noted. And experts emphasized the need for proper translation services.
“Community outreach is the foundation of student achievement. A proactive outreach strategy is vital to engage families by asking them what barriers their children face and co-creating solutions,” one teacher noted. “True outreach listens more than it speaks. For many families — especially those new to the district or the country — the American school system can be an intimidating ‘black box’ of acronyms and unspoken rules.”
The survey also addressed the need for a shift in mindset to view multilingualism as an asset and to address the safety and well-being of immigrant students.
Family engagement remains a critical gap
Research shows that strong family and community engagement can translate to academic success for students.
That goes for English learners as well. Survey respondents spoke of the need for training and implementation of better family and community engagement with multilingual families.
Experts also remind schools and districts of multilingual families’ right to translation services, even as they grow concerned about any lapses in such services following President Donald Trump’s executive order declaring English the official language.
Districts need to address immigrant students’ safety and well-being
Since the Trump administration rescinded a federal policy in January 2025, which protected schools from immigration enforcement activity, school administrators have had to grapple with a variety of challenges linked to the increased presence and activity of immigration agents at and near schools.
Schools have reported everything from increased anxiety and absences to dips in enrollment as a result.
While most English learners are U.S.-born citizens, they often come from immigrant households, and some are immigrants themselves. Survey respondents spoke of the need for schools and federal agencies to address these students’ needs and safety.
School leaders have also spoken in the past about the importance of making immigrant families feel welcome year-round for the academic success and well-being of students.
