Essay On English Language Learner
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Beyond the Journal âą Young Children on the Web âą November 2005
Beyond the Journal âą Young Children on the Web âą November 2005 1
Embracing Diversity
Reflections from Teachers of
Culturally Diverse Children
pproximately 40 percent of children in U.S. public schools are from
culturally diverse backgrounds (NCES 2003). Yet, other than in Head
Startâwhere 52 percent of teachers come from a variety of racial,
ethnic, and cultural backgrounds different from the mainstreamâonly 22
percent of preschool teachers are culturally diverse (Saluja, Early, & Clifford
2002) and the percentage of non-White Kâ12 teachers actually may be closer to
10 (NCES 2003).
A cultural mismatch between teachers and the children they teach can result
in uncomfortable classroom experiences for some children and teachers.
Unlike many children who arrive at preschool and elementary classrooms and
find familiar environments and teachers who speak their same language
(English), many culturally and linguistically diverse students may feel like they
are moving âfrom one world to anotherâ as they go from home to school (Au
1993, 9). Their teachers often differ from their families in race, culture, and
language. Classroom expectations and patterns of communication may also
differ from those at home.
Cultural compatibility
Teachers who share their studentsâ culture can minimize some of the differ-
ences between home and school. Often these teachers serve as role models,
validating the identities of culturally diverse children (Saluja, Early, & Clifford
2002). Unfortunately, while the need for teachers who reflect the cultural
diversity of the student population has grown, the percentage of culturally
diverse teachers has declined (Saluja, Early, & Clifford 2002).
Considerable research (Delgado-Gaitan & Trueba 1991; HalcĂłn 2001; Moll
2001; Ogbu 2001) indicates, however, that teachers who do not share childrenâs
cultures can provide culturally compatible instruction if they understand the
childrenâs âcultural funds of knowledge,â which can be thought of as the
different ways of knowing, communicating, and doing that exist within diverse
homes (Moll 1994, 2001). Teachers who understand and appreciate culturally
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Michaela W. Colombo
Teachers cannot hope to
begin to understand
who sits before
them unless
they can con-
nect with the
families and
communities
from which their
children come. To
do that it is vital that teachers
and teacher educators ex-
plore their own beliefs and
attitudes about non-white and
non-middle-class people.
âLisa Delpit
Other Peopleâs Children
Many culturally and
linguistically diverse
students may feel like
they are moving âfrom
one world to anotherâ
as they go from home
to school.
Michaela W. Colombo, EdD, is an
assistant professor in the Leadership
in Schooling Program at the Univer-
sity of Massachusetts, Lowell, where
she teaches sociocultural contexts of
education, second language acquisi-
tion, and diversity issues for school
leade ...
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Reflections from Teachers of
Culturally Diverse Children
pproximately 40 percent of children in U.S. public schools are from
culturally diverse backgrounds (NCES 2003). Yet, other than in Head
Startâwhere 52 percent of teachers come from a variety of racial,
ethnic, and cultural backgrounds different from the mainstreamâonly 22
percent of preschool teachers are culturally diverse (Saluja, Early, & Clifford
2002) and the percentage of non-White Kâ12 teachers actually may be closer to
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A cultural mismatch between teachers and the children they teach can result
in uncomfortable classroom experiences for some children and teachers.
Unlike many children who arrive at preschool and elementary classrooms and
find familiar environments and teachers who speak their same language
(English), many culturally and linguistically diverse students may feel like they
are moving âfrom one world to anotherâ as they go from home to school (Au
1993, 9). Their teachers often differ from their families in race, culture, and
language. Classroom expectations and patterns of communication may also
differ from those at home.
Cultural compatibility
Teachers who share their studentsâ culture can minimize some of the differ-
ences between home and school. Often these teachers serve as role models,
validating the identities of culturally diverse children (Saluja, Early, & Clifford
2002). Unfortunately, while the need for teachers who reflect the cultural
diversity of the student population has grown, the percentage of culturally
diverse teachers has declined (Saluja, Early, & Clifford 2002).
Considerable research (Delgado-Gaitan & Trueba 1991; HalcĂłn 2001; Moll
2001; Ogbu 2001) indicates, however, that teachers who do not share childrenâs
cultures can provide culturally compatible instruction if they understand the
childrenâs âcultural funds of knowledge,â which can be thought of as the
different ways of knowing, communicating, and doing that exist within diverse
homes (Moll 1994, 2001). Teachers who understand and appreciate culturally
different strengths and funds of knowledge are more likely to provide enriching
Michaela W. Colombo
Teachers cannot hope to
begin to understand
who sits before
them unless
they can con-
nect with the
families and
communities
from which their
children come. To
do that it is vital that teachers
and teacher educators ex-
plore their own beliefs and
attitudes about non-white and
non-middle-class people.
âLisa Delpit
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Many culturally and
linguistically diverse
students may feel like
they are moving âfrom
one world to anotherâ
as they go from home
to school.
Michaela W. Colombo, EdD, is an
assistant professor in the Leadership
in Schooling Program at the Univer-
sity of Massachusetts, Lowell, where
she teaches sociocultural contexts of
education, second language acquisi-
tion, and diversity issues for school
leade ...
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This document discusses barriers to communication between teachers and parents of English Language Learner (ELL) students. It summarizes several studies that found cultural and linguistic barriers can prevent ELL parents from being involved in their child's education. Teachers are sometimes at fault for poor communication as they may view ELL parents negatively and fail to make themselves available. The document recommends that teachers take simple steps to make ELL parents feel welcome, such as translating materials and maintaining open communication.
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This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
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best to respond to these needs.
The acquisition of language is essential to childrenâs cogni-
tive and social development. Regardless of what language
children speak, they still develop and learn. Educators recognize
that linguistically and culturally diverse children come to early
childhood programs with previously acquired knowledge and
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Learning and teaching
Differences in learners based on socio-cultural contexts:
Impact of home language of learnersâ and language of instruction, the impact of differential âcultural capitalâ of learners
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This document discusses mother tongue-based multilingual education (MT-Based MLE) in South Asia. It defines MT-Based MLE as using students' mother tongue and additional languages as languages of instruction in school. The rationale provided is that using children's mother tongue builds confidence and a strong educational foundation, while additional languages help build a bridge to other languages. Successful MT-Based MLE programs introduce additional languages orally before introducing literacy and use both the mother tongue and additional languages throughout primary school. Strong education policies that support linguistic diversity and MT-Based MLE are needed to ensure quality education for all students.
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Linguistically and culturally diverse is an educational term
used by the U.S. Department of Education to define
children enrolled in educational programs who are either
non-English-proficient (NEP) or limited-English-proficient
(LEP). Educators use this phrase, linguistically and culturally
diverse, to identify children from homes and communities
where English is not the primary language of communica-
tion (GarciĂĄ 1991). For the purposes of this statement, the
phrase will be used in a similar manner.
This document primarily describes linguistically and
culturally diverse children who speak languages other than
English. However, the recommendations of this position
statement can also apply to children who, although they
speak only English, are also linguistically and culturally
diverse.
Introduction
The children and families served in early childhood
programs reflect the ethnic, cultural, and linguistic diversity
of the nation. The nationâs children all deserve an early
childhood education that is responsive to their families,
communities, and racial, ethnic, and cultural backgrounds.
For young children to develop and learn optimally, the early
childhood professional must be prepared to meet their
diverse developmental, cultural, linguistic, and educational
needs. Early childhood educators face the challenge of how
best to respond to these needs.
The acquisition of language is essential to childrenâs cogni-
tive and social development. Regardless of what language
children speak, they still develop and learn. Educators recognize
that linguistically and culturally diverse children come to early
childhood programs with previously acquired knowledge and
learning based upon the language used in their home. For
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have used since birth, the language they use to make and
establish meaningful communicative relationships, and the
language they use to begin to construct their knowledge and test
their learning. The home language is tied to childrenâs culture,
and culture and language communicate traditions, values, and
attitudes (Chang 1993). Parents should be encouraged to use
and develop childrenâs home language; early childhood educa-
tors should respect childrenâs linguistic and cultural backgrounds
and their diverse learning styles. In so doing, adults will en-
hance childrenâs learning and development.
Just as children learn and develop at different rates,
individual differences exist in how children whose home
language is not English acquire English. For example, some
children may experience a silent period (of six or more
months) while they acquire English; other children may
practice their knowledge by mixing or combining languages
(for example, âMi mamĂĄ me put on mi coatâ); still other
children may seem to have acquired English-language skills
(appropriate accent, use of vernacular, vocabulary, and
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The document discusses research on differential school achievement between minority and majority students. It contrasts deficit and difference perspectives on the issue. The deficit view sees problems with minority students and cultures, while the difference view investigates how school practices may not reach minority students. The document offers suggestions from research for supporting diverse students, such as understanding cultural differences, incorporating home cultures into instruction, and using literacy and scaffolding strategies.
Engl 825 Session 8 Oct 21
The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
Final online
1) Society plays a key role in shaping an individual's thoughts, dreams, and aspirations. Language is at the heart of culture and influences how we perceive and present ourselves.
2) A school's language and culture may differ from a student's home language and culture, presenting challenges. Using a student's home language in the curriculum can help them fully participate in learning.
3) Libraries provide resources to support English language learning both independently and through classroom visits and activities. They contain materials that enhance the curriculum across various formats.
society as a language lab; library for English learning
1) Society plays a key role in shaping an individual's thoughts, dreams, and aspirations. Language is at the heart of culture and influences how we perceive and present ourselves.
2) A school's language and culture may differ from a student's home language and culture, presenting challenges. Using a student's home language in the curriculum can help them fully participate in learning.
3) Libraries provide resources to support English language learning both independently and through classroom visits and activities. They aim to enhance the curriculum and provide opportunities for intellectual growth.
Achieving Equity in Education.pdf
Despite decades of reform efforts and funding to address low academic achievement levels associated with class and ethnic differences, there is little evidence of progress in closing achievement gaps. Standardized approaches to curriculum and instruction have made only limited gains in some schools. Effective reform requires changing school and classroom culture based on basic pedagogical principles and leveraging the cultural resources of families and communities. Participatory action research can help develop more effective educational programs that are compatible with the diverse social and cultural realities of different student groups.
Educating Refugee Students--full version
The document discusses the educational challenges faced by refugee students and provides recommendations for best practices to support their education. Some of the key challenges identified include interrupted education, lack of English proficiency, trauma from past experiences, and difficulties adjusting to a new school system and culture. The document recommends practices for teachers, administrators, and engaging refugee families such as providing language support, fostering relationships, addressing social and emotional needs, involving parents, and conducting diversity trainings. Educators from New Haven also provided input on common problems refugees face and potential solutions to improve communication between schools and refugee families.
Common Core for ELL
Check this out for an overview of applying the Common Core Standards to the teaching of English Language Learners.
Presentation bilingualism and home language for ell students
English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
Week 6 Summative Assessment Diversity.docx
This document discusses diversity and inclusion in education. It defines diversity as accepting differences in race, culture, beliefs, gender and experiences with the goal of equality. A diverse and inclusive curriculum acknowledges different cultures and teaches about them throughout the year, not just during specific months. For instruction to be effective for all students, teachers must use culturally responsive practices, collaborate to meet diverse needs, and ensure policies and procedures support equity and inclusion. Ongoing evaluation of diversity efforts is also important to promote continuous improvement.
Communicating cross culturally
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
Identifying EAL learners with learning needs
The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
This document discusses the importance of understanding cultural diversity and its impact on family-school relationships. It begins by defining key terms like culture, race, ethnicity, nationality, and social class. Culture encompasses the values and norms that organize a group, while race refers to biological taxonomy. Social class relates to socioeconomic standing. The document emphasizes that educators must recognize how families from diverse backgrounds may have different worldviews and expectations regarding the roles of parents, teachers, and goals of schooling. Not doing so can negatively impact students if educators view cultural differences as deficiencies. The chapter will explore how economic resources and cultural contexts shape family life and interactions with schools.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
â Explain the various meanings of the term culture.
â Describe the diverse economic, cultural, and social contexts that influence an individual or a familyâs worldview.
â Explain the differences in individualistic and collectivistic worldviews of families.
â Discuss the impact of worldviews on student learning and educatorsâ interactions with studentsâ families.
What is culture? What is social class? How do culture and social class affect childrenâs and familiesâ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their studentsâ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educatorsâ interactions with studentsâ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their ownâEuropean American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their studentsâ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
However, as you are learning, there is a strong probability that you will be teaching children who come from far different economic and cultural backgrounds. In addition, there is a high probability that school staff with whom you work will be âeducentricâ in their perspective about familyâschool relations, viewing family or community involvement in childrenâs education from a perspective that reflects only the school staffâs values, goals, and priorities rather than the perspectives of the families served by the school (Lawson, 1999). Yet, as you are learning, this perspective can limit the ability of educators to work productively with childrenâs families.
A variety of different approaches have been taken to understanding the influence of culture and class on childrenâs learning and familyâschool interactions. One approach emphasizes learning about the specific histories and traditions of different ethno-linguistic groups and how to change instruction to reflect them. For example, in an effo.
Children Left Behind
This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.
Climate and culture week 2
This document discusses creating a positive classroom culture that respects student diversity. It provides examples of culturally responsive teaching behaviors like demonstrating knowledge of student cultures, using multicultural materials, and allowing diverse forms of expression. Effective student behaviors include making connections between lessons and personal experiences or culture. The document prompts the reader to consider how they would include each student's culture, what diversity looks like in the classroom, and how to make connections to students. Suggested strategies include allowing students to share stories, giving input, and creating work groups. The reader is asked to consider how they currently acknowledge diversity and try one new idea in their classroom.
Factors that influence the indigenous studentsâ success in secondary schools ...
Factors that influence the indigenous studentsâ success in secondary schools ...Norwaliza Abdul Wahab
This document summarizes a study on the perspectives of two Orang Asli (indigenous Malaysian people) teachers on factors influencing the academic success of Orang Asli students. The teachers believed their personal experiences of discrimination in school were important in shaping their perspectives. Key factors included the importance of indigenous culture and language, high expectations of students, strong relationships with students and families, and a lack of indigenous role models in schools. The indigenous teachers sought to promote cultural diversity and draw on the strengths of indigenous students' backgrounds.Â
sped460ch3
This document discusses culturally responsive pedagogy and working with culturally diverse groups. It defines key terms like identity, culture and diversity. It emphasizes examining one's own cultural identity and representing all cultures in the classroom. The document also discusses language acquisition theories, maintaining native languages, and programs that support bilingualism. It advocates culturally relevant teaching, antibias education, and effective family and community engagement.
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Thesis Statement For Death Penalty
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Thesis Statement For Death Penalty
TITLE: Rejecting Death Penalty
Thesis Statement: Death Penalty should not be implemented here in the Philippines, because this is not a proper way to punish having death penalty for any person made crime.
Problem: Should we legalize Death Penalty here in the Philippines.
I.
General Research Perspective And Type
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General Research Perspective And Type
3. Research Design and Methodology
General Research Perspective and Type
Using a mixed quantitative and qualitative survey research design, this paper examines the trends in a written open ended survey allowing the respondents to convey their unique perspective. This will allow for a high quality of information from OT practitioners serving in different regions with varied experience. The following subquestions were asked: What are the biggest obstacles facing Occupational Therapy in the school system? Which skills are underutilized in the school system by OT practitioners? Do you feel the role of OT is understood by your co workers? Are you satisfied with your job? The answers to these sub questions are analyzed and examined in this paper.
Research Context and Participants
The mixed quantitative and qualitative surveys were completed online at random through two closed social media groups: School based Occupational Physical Therapists and Pediatric Occupational Therapists. The following criteria had to be met, 1. Participant needed to be an OT or OTA, 2. Participant needed to be practicing in a school based setting. All of the participants questions were self recorded on the online survey. Participants were free to add any additional comments to the survey.
Instruments for Data Collection
Data was collected during the online survey and added to a spreadsheet. The order of questions were given in the order provided below in a open question model with room for comments
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