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Benefits of Culturally and Linguistically Diverse Classrooms
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Transcript of Benefits of Culturally and Linguistically Diverse Classrooms
Benefits of Culturally and Linguistically
Diverse ClassroomsNatalie Waller
Walden UniversityNovember 8, 2015
Student Information Female 7 years old 1st grader Home Language: Spanish Fluent in Spanish, speaks English and Spanish moved to
the United States from Mexico when she was 2 years old Youngest child, has an older brother in 2nd grade
Background InformationHome Language
Mother is a native Spanish speaker and speaks very little English.
Older brother is bilingual in Spanish and English
Student speaks English, but is fluent in Spanish.
Socioeconomic Status Low socioeconomic status Mom works in a restaurant. She receives for free school
lunch.
Academic ChallengesStudent is able to read English. However, comprehension
is lower than expected. Student has the most trouble with thinking beyond the text
or making personal connection. This comes from a lack of background knowledge and English vocabulary.
Student has trouble expressing herself and her learning through writing.
Student does very well memorizing information.
Funds of KnowledgeLinguistic• Student is fluent in
Spanish.• Student is in the
developing stage of learning the English language.
• The mother speaks little English. Spanish is spoken at home.
Cultural• Understanding and experience of
Hispanic traditions and beliefs• Diversity of food experiences• Student does not remember living
in Mexico. The student's mother has set high expectations for her child's academic success. The student has respect for the education setting.
Funds of KnowledgeFamily
• The student has sibling support for school, academics and social behaviors.
• The student has a strong work ethic.• Family: The student lives with her
mother, older brother (2nd grader) and cousins. The family is very close and active in the children's education. Parents and other relatives come to after school events and conferences.
Experiences• Holiday and Cultural celebrations• The student's father lives in
Mexico. The student has not seen her father since she was very young. The student has not been back to Mexico since her family moved to the America.
Funds of KnowledgePractical• Enjoys reading• Has a lot of support at
home• Wants to learn and
perform well
Schools are Recommended by
the CCSS to Provide:• Appropriate instructional supports to make grade-level course work comprehensible(Common Core State
Standards Initiative, n.d.)• Modified assessments that allow ELLs to demonstrate their content knowledge(Common Core State
Standards Initiative, n.d.)• Additional time for ELLs to complete tasks and assessments(Common Core State Standards Initiative, n.d.)• Opportunities for classroom interactions (both listening and speaking) that develop concepts and academic
language in the disciplines• Opportunities for ELLs to interact with proficient English speakers(Common Core State Standards
Initiative, n.d.)• Opportunities for ELLs to build on their strengths, prior experiences, and background knowledge(Common
Core State Standards Initiative, n.d.)• Qualified teachers who use practices found to be effective in improving student achievement (Common
Core State Standards Initiative, n.d.)
Literacy Expectations of the Common Core State Standards
• “[the] goal is to provide all English-language learners, regardless of their language proficiency levels, the same opportunities to demonstrate their content knowledge and skills as their peers who are native English-speakers or former English-learners,” (Maxwell, 2013a, p. 1).
Strengths of the Standards for Language Learners:
• Prepares all students, including ELLs for college and careers and to participate fully in what has become a global workplace (Language Magazine, 2015).
• Encourages significant collaboration between content area teachers and teachers of ELL students, which my increase scaffolds and support for ELLs in the general classroom and content area instruction.
• The student is able to:• work diligently on tasks• decode simple text and understand
simple materials• carefully and thoroughly think
before responding to questions verbally and in writing.
• have unique experiences that provide background knowledge she can share with others.
• have a wide range of science related content vocabulary.
Challenges of the Standards for Language
Learners:• Making CCSS content accessible to ELLs who are deficient in oral and written communication skills, (Coleman & Goldenberg, 2012).
• Schools need to establish a school-wide focus on literacy, (Language Magazine, 2015).
• Extra scaffolding needs to be in place to support ELLs for vocabulary as well as oral and reading fluency in English
• Text complexity and the focus of the standards on the learner creating meaning, puts additional burdens on ELL students who could previously rely on the teacher to help with vocabulary and meaning construction.
• The student:• Does not often ask for help when
needed. The teacher has to be mindful to check in regularly and ask open ended questions.
• Needs assurance that making mistakes and not knowing is okay.
• Unfamiliar with common English phrases
• Uncomfortable talking in groups• Has a challenging time expressing
her opinion and thinking beyond the text.
Overcoming these Challenges
• Maxwell suggests teachers spend time, “…picking apart the standards, stripping them
down to the essential concepts, simplifying the language and developing strategies that all of them can use to support English-learners in
both content and ESL classes,” (2013b, p. S9).
Instructional Strategies to Help Overcome Challenges for ELLs and the Standards:
• Collaboration between ESL and content-area teachers• Including language and content instruction throughout the academic day• Utilizing “push-in” support to provide additional scaffolding for ELLs• Helping teachers develop a deep understanding of language acquisition• Time devoted to getting to know individual students and their specific
learning needs• Identifying and addressing cultural and linguistic differences that may
enhance or hinder learning• Explicitly teach academic language related to content(Maxwell, 2013b)
References:• Coleman, R. and Goldenberg, C. (2012). The common core challenge for English
language learners. Principal Leadership, 12, 46-51.• Common Core State Standards Initiative. (n.d.). About the standards. Retrieved
from http://www.corestandards.org/• Language Magazine. (2015) Cutting to the common core. Retrieved from
http://languagemagazine.com/?page_id=4130.• Maxwell, L. A. (2013a). Consortia struggle with ELL provisions. Education Week,
32(27), 1–17. • Maxwell, L. A. (2013b). Standards and English-learners: It takes a village. Education
Week, 33(10), S9–S12.