In the world of Seattle education, Nathan Hale High School’s Multilingual Learners (MLL) program stands as an example of educational support. Led by Mr. Hizkias Fisaha or known to students as Mr.Hezy , a veteran educator with personal experience in immigration, the program an important step of language learning and academic adaption
With over 20 languages represented, the program reflects the rich diversity of modern American education. Afghan, Arabic, Spanish, Thai, Chinese, and Portuguese-speaking students find a unique educational home at Nathan Hale. The program’s approach goes far beyond traditional language instruction, offering a support system that addresses academic, cultural, and personal challenges faced by multilingual students.
“We’re not just teaching language,” Mr. Hezy explains. “We’re building opportunity.”
The enrollment process starts with a comprehensive language survey that helps identify student’s backgrounds and needs. A screening determines students’ language proficiency, which ultimately decides their eligibility. However, this process is not without conflict. Students who demonstrate high language skills may be required to exit the program, which causes significant emotional and academic tension.
“Some students have even attempted to fail tests intentionally to remain in the program,” Mr. Hezy reveals. “They’re afraid of losing the support network we’ve created.”
What sets Nathan Hales’s MLL program apart is its approach to education. Unlike other language programs, this initiative features MLL-endorsed teachers across core subjects. A dedicated math teacher with MLL expertise, a science teacher trained in multilingual strategies (Taylor Bosworth), and a history teacher who speaks Spanish (David Heald) ensure that students receive all the education their peers would receive
However, the program faces significant challenges. Strict state funding and changing immigration policies threaten the program. Mr. Hezy notes a dramatic decline in new student enrolment, a trend that could signal more widespread changes.
“We’re seeing fewer new students than ever before,” he says. “At a time when we typically would welcome 15-20 new students, we’ve only received five this month.”
The emotional impact of these policies is clear. Students who have built strong connections within the program face the chance of isolation if they test out. The current system creates a situation where students who have successfully learned English may be disconnected from the support system that helped them achieve that success.
Despite these challenges, the program continues to innovate. Creative solutions like allowing students to become teaching assistants or joining Mr.Hezy’s mentorship help maintain community connections. The approach shows that language learning is about more than grammar and vocabulary; it’s about building confidence and creating ways to success.
Mr. Hezy’s personal story adds depth to the program’s mission. As a child of Eritrean immigrants who himself went through ESL classes, he brings a personal commitment to supporting multilingual students. He personally speaks Amharic and Tigrinya, creating a connection with students from similar backgrounds.
The program serves approximately 16-18 students per class, allowing for a personalized educational experience. This setting can help teachers to provide support that addresses individual student’s unique challenges and goals.
As national conversations about immigration and education continue to change, Nathan Hale’s MLL program stands as a great example of inclusive, compassionate education. It demonstrates how schools can turn language barriers into opportunities for growth
“Our goal is simple,” Mr. Hezy says. “We want to help students not just learn a language but build a future.”