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Culturally responsive teaching
Bilingualism in the classroom
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These principles include suggestions for dealing with their implications such as the use of multiple methods to convey information, providing explicit instruction in academic language, incorporating primary language supports, making expectations clear, and using testing accommodations when appropriate (2010). Characteristics of culturally responsive instruction include high expectations, positive relationships with families and communities, cultural sensitivity, active teaching methods, student control of portions of the lesson, and instruction around groups and pairs to create low anxiety (2010). A culturally responsive classroom creates an environment that is safe and accepting for children of all nationalities. An inclusive environment can include visuals that depict different cultures, inclusion of different cultures in the curriculum, access to bilingual dictionaries, sharing of family artifacts, field trips, and nonfiction picture books to teach key concepts in the content area. Knowing the principles of ELL instruction and characteristics of a successful ELL learning environment will not automatically create a competent ELL teacher. However, this knowledge will contribute to a better understanding of the factors that impact learning for ELL students and prepares the teacher to plan lessons that will result in maximum learning …show more content…
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
English Language Learners (ELL) require thoughtful and careful instruction for both reading and writing education. Both of these skills are necessary for a bright future and to be a functioning citizen in Canada. Those that do not possess considerable literacy levels will be effectively 'locked out' from so much knowledge, information and ideas that are part of the culture of society (Christie 1990, 20). Having a low level of literacy usually means acquiring an unskilled job. The relationship between literacy levels and poverty is something that should not be ignored (Gibbons, 2002). Developing literacy skills in ELLs is a daunting task and especially with students that have not developed those skills in their first language originally. Through the Curriculum Cycle and proper scaffolding of writing strategies, this paper will provide a lesson plan that will help develop an ELL's writing skills. It will include many different tools that will help students gain an understanding and confidence of the narrative writing form.
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
In an online article Culturally Responsive Teaching: Theory, Research, & Practice, by G. Gray, culturally responsive teaching is Validating- using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for the students. Culturally Responsive Teaching is Comprehensive- develop intellectual, social, emotional, and political learning. Culturally Responsive Teaching is Multidimensional- curricu...
This article, reporting on the research done by Margo Glew and Charlene Polio of Michigan State University, examines writing assessment in a different way than most research on the topic. The goal of this research was to look into how an ESL student chooses prompts for a writing exam when offered a choice. Polio and Glew not only investigate how they choose, but how long it takes each student to choose and if they should even be given a choice at all.
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
What is more important to education? The content or the how the content is taught? Many policy makers today believe that the former is far more crucial to the development of our youth. With high-stakes testing and an entire industry of textbooks and test making, the current system places empirical results over all else. Unfortunately, this approach only helps with the lower levels on the depths of knowledge (DOK) and Bloom’s Taxonomy charts. It only helps with basic recall of facts and knowledge. A second area of concern with this type of teaching is that only instills one point of view in the pupils. This is also problematic for diverse classrooms with students from various backgrounds. Would an approach that reinforces critical thinking and higher levels of DOK be more appropriate? A technique that incorporates the diversity of the classroom and life experiences of those students can be explained by Christopher Emdin and Django Paris who are two advocates of Culturally Sustaining Pedagogy or Reality Pedagogy.
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
As an educator one must understand that the children you will be teaching will all come from different backgrounds, different ethnicities, different homes with different values. No one student will be the same, and no one student will learn the same. The role of a modern educator is to harness this idea of diversity and channel it into a positive learning atmosphere for children of all backgrounds. “I define culturally responsive teaching as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013, p.50.). The hope for all teachers is to capture the minds of their children, as educators we must learn how our students learn, adapt to their skill set and channel our curriculum to their strength.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
Moreover, culturally responsive teaching practice demonstrates a clear feature since it contains guidelines that have a connection to different styles of teaching. It uses strategies that fit and matches with the teaching style that the teacher uses. Indeed, culturally responsive teaching practice is crucial because it plays a vital role in appreciating their culture and the cultural heritage of others. Besides, it includes resources, materials in all subjects, multicultural information disseminated in schools. Therefore, culturally responsive teaching practices consider the cultural customs of every student, thus it ensures that the content is worthy and fits in all cultures of the students. It is crucial to note that culturally responsive teaching practices involves considering the environment of the classroom. Activities would
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population
The thing about multicultural education that surprised me the most was how much opposition there is to multicultural education. I would think, by now, people would be able to see how unbalanced the current educational curriculum is and welcome the inclusion of aspects from other cultures. I have read arguments ranging from, multicultural education is inherently racist to multicultural education promotes Islam and is indoctrinating our youth with terrorist ideas. Like most hot button issues in this country, people in positions of power will use everything possible, including fear-mongering, to further their agenda.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
Throughout my research, family values, and experiences I will be able to be accepting and understanding of the culturally diverse children that I may have in my classroom. To make my classroom a welcoming and safe environment for those who are different I want to incorporate their culture into projects, lessons and crafts. In doing this I want the class to learn more about each other and their cultural