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Review of literature on school diversity
Review of literature on school diversity
Review of literature on school diversity
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In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience …show more content…
One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their …show more content…
I reported that my school was guilty of “‘fairyland’ multicultural education” (Nieto & Bode, 2008, p. 2). We hold dinners, culture days, and special programs to bring awareness to different cultures, but we don’t go any further than that. This course has given me countless tools that can be used to make my school and classroom better for students. The school that I teach at has a high percentage of students who live below the poverty line and who speak English as a second language. Countless research has been done about students in both categories. Students who live below the poverty line tend to do worse than students at a wealthy school (Bainbridge & Lasley, 2002). This understanding about students living in poverty should drive instruction in the classroom. As a teacher, it is my job to inform and discuss with my colleagues strategies for better educating these students. Most importantly, there must be a belief that these and all students can learn if teacher use various teaching strategies (Bainbridge & Lasley, 2002). This understanding about students living in poverty should drive the efforts at my
Cowhey’s book is broken down by the major themes and concepts she teaches her first and second grade students. Each concept relates back to her personal pedagogy of implementing a Multicultural Education. These major themes include empathy, freedom, peace, activism, community, and social justice. Cowhey’s pedagogy uses “language and literacy to teach about the world with rigor, depth, and challenge in a way that engages and
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
I was interested in how ELL teachers connect with their students of diverse backgrounds and cultures. Each said that they try to learn about the students’ cultures. The teachers all felt it was important to make a connection. They suggested taking interest in the student’s native language and home life, or having students share language, holiday traditions and foods. ELL teachers can also try to incorporate the different cultures to enrich their lessons.
The United States is a country known for its diversity; so when it comes to the diverse classrooms of today many would not think there would be an issue. However, many schools face a multitude of problems that affect pupil’s education. Roughly twenty-seven percent of Hispanic, Latino, and African-American students in the state of Louisiana fall within the poverty level and unfortunately do not obtain a decent quality education. In addition, only seventy-four percent of those Louisiana students go on to graduate high school (Spotlight on Poverty, 2015). The core portion of the issue concerning poverty in relation to education is due to the economy, work availability, and
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
When observing and studying ELLs, there are many advantages and disadvantages in a classroom and school for these students. In the classroom, ELL students have many individual opportunities to develop their literacy, especially in small reading groups. English learners also, are pulled aside by an ESL teacher during class hours to focus on reading and writing skills of English. According to Netten, Droop, and Verhoeven (2010), reading is “an activity which benefits from practice” (414). Many of these students struggle to become literate at a young age, but the more practice they receive the better they will become when focusing on developing literacy. Also, ELL students have an advantage when learning two languages because this makes them bilingual. The goal of bilingual education is to develop
We as educators must first develop reading skills for our ELL students so that they will get in the habit of reading and writing. We must also look at different avenues to increase their literacy skills. We must work on the strengths of our ELL students. When we work on what our ELL students already know then we can help build upon students learning from multiple languages. We can even have the ELL students share their native language with other students. This can help make learning interesting when they share their cultural background.
An educator that “provides instructional strategies that support additive bilingualism enhances Cognitive Academic Language Proficiency and subject matter comprehension” (Otaola, 2008, pg. 6) will make ELL students successful. Students th...
Thaiss, C. (1986). Language across the curriculum in the elementary grades. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and the National Council for the Teaching of English
As many people from other linguistic background are migrating to the United States, it is important that the school systems keep ELL programs available for the students in the public schools not only so the students can move freely in an English- language dominated society but because those students are the future of this great nation and deserve to have the same opportunities as English language student as well. To conclude ELL programs can be a very vital tool that public school systems can provide for English speaking students.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The increase limited-English proficient students in today’s classrooms are presenting unique academic and social challenges in education. Teachers who lack experience and training in working with linguistically and culturally diverse students must make a commitment to address these student’s needs by learning strategies that can fulfill the dual function of presenting academic content while also providing opportunities for the limited-English proficient student to develop their language skills naturally (Garret, 1999). Diversity in our classrooms represents opportunities for expanding ideas, for learning about language, and for cultural exchange among students. The cultural and racially diverse classroom is a natural resource, yet few teachers realize the educational benefits that can be attained through understanding how diversity enhances the learning experience, especially when teachers are striv...
Poverty and institutionalized racism has a serious impact on children. In schools, it is so important to make sure that students are educated in the best way for them to succeed. Language is one of the key ways that students identify with. The language that they speak at home may be different than what is spoken, and what may be expected to be spoken, at school. In order for teachers to be sure that they are inclusive, they need to educate themselves on what the students need in order to succeed. It is crucial that teachers foster a classroom that is supportive of every student and that they teach students, through example, how to treat others that may be different than themselves.
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.