2. These students
Culturally
speak a variety of
Linguistically languages and
come from diverse
Ethnically or social, cultural,
Economically and economic
backgrounds.
Diverse
3. As culturally responsive educators embrace the
diversity of their students, they should work to
incorporate their cultures and backgrounds into
the curriculum through examples in geography,
literature, world cultures, the arts, thematic
units, or even games. Students take pride in
seeing their heritage and culture taught in the
classroom.
Educators can ease students’ anxiety, make
them feel more welcome, and thereby engage
them better in the learning process by making a
point of celebrating cultural and linguistic
differences in the classroom.
4. Teachers must foster a warm and welcoming
environment but also hold high expectations
for their students’ academic progress.
Teaching these students any differently show
sympathy and less confidence in their
academic ability.
To encourage CLEED students to participate
in the acquisition of their education they
must be expected to perform to their highest
capabilities
5. Cooperativelearning allows students to work
and learn together in pairs or small groups.
Thistype of learning can be particularly
effective in a CLEED environment because
when there are times when the teacher just
cannot get a certain point across to their
students in a cooperative learning situation
other students may be able to relay the
intent of the teacher by relating it to a
familiar social environment while assisting
with their learning.
6. Arrangements such Differentiated
as pull-out instruction on the
instruction, other hand seems to
tracking, and grade- be quite effective.
retention This type of
unfortunately are instruction gives the
more likely to lead students multiple
to poorer opportunities to
instruction for these grasp the concepts.
students than if
they had remained
in the classrooms.
7. Whenever possible, support your words with
visuals and gestures. Point directly to
objects, dramatize concepts, and display
pictures when appropriate. Visuals, gestures,
and smiles help CLEED students create
meaning from a new environment.
8. Develop and maintain regular routines. Use
clear and consistent signals for classroom
instructions
Enunciate clearly, but do not raise your
voice. Avoid idioms, slang words, and
colloquial expressions that CLD students
would not understand.
Repeat information and review frequently. If
a student does not understand, a teacher
should try rephrasing or paraphrasing
Present information using a variety of
methods and delivery formats.
10. Use a variety of teaching styles to appeal to
the diverse learning styles of the students in
the classroom and share and include their
culture and linguistic comforts in their lesson
for optimized engagement and increased
academic success.
11. Brophy, J. (2008). Looking in classrooms. New York:
Pearson Education, Inc.
Brown, C. L. (2003). Who is responsible for
English-language learners? A case study from a
third-grade classroom. Academic Exchange Extra
(March).
Gonzalez, R.J. (2011). Supporting
ell/culturally and linguistically diverse students for
academic achievement. International Center for
Leadership in Education, 15-22.
Grassi, E. (2009). Culturally and linguistically
diverse exceptional students. New York: Sage
Publications, Inc.
Hoover, J. (2007). Methods for Teaching Culturally
and Linguistically Diverse Exceptional Learners
