This is PPT about Language Diversity that happened in schooll. This made for Multicultural Education course

1. Language
Diversity and
Schooling
By :
Group 3

2. Riska Dwi Kusuma
Wati
A1B221081
Serli
Villliani
A1B221088
Niken Ayu
Safitri
A1B221095
Luthfiah
Anisah
A1B221102
Dela Kristina
Sagala
A1B221109

3. Immigrants give rise to the
largest part of linguistic
diversity among students and are
also the fastest-growing group of
students in U.S. school.
Almost all the growth in the child
population of the United States in
the last two decades can be
accounted for by children of
immigrants.

4. 01
The immigrants who came at the
turn of the last century did not
experience universal success in
school.
02
The earlier immigrants were more
easily absorbed and more
beneficial to U.S. society than
the Latin American, Asian, and
African immigrants today.
03
Previous waves of immigrants
arrived on the eve of a great
expansion of the industrial
economy.
The Immigrant Population in
the United States
04
Present immigrants populations are
more likely not to have graduated
from high school than are native
born populations.
05
Another big difference is that the
more recent wave of immigrants
consists of people of color. It is
not as easy to eventually blend
into White America as it was for
the mostly European immigrants of
the early 1900s.

5. Dramatic Increase in
Linguistic Diversity in
Schools
State educational statistics reveal the
number of immigrants in the United
States who are receiving special
services to learn English and are
classified as English learners (ELs)
In 2006 EL students accounted for about
10.5 percent, or 5.2 million, of the
total U.S. public school enrollment

6. The distinction between dialect and language has more to
do with political, social, and cultural factors than
specifc linguistic differences. Political and social
factors surrounding dialect variation play out in
language use in U.S. schools.
Another major source of linguistic diversity in the
United States is indigenous populations. There is a
decline in the number of native languages. Therefore,
bilingual/bicultural schooling is critical for indigenous
language maintenance, as it is for other linguistic and
cultural groups.
Additional Sources of Linguistic
Diversity: Dialect Variation and
Indigenous Languages

7. Language policy in the United States has
leaned toward supporting transition into
English rather than supporting other
languages and the rights of their
speakers. There have been periods in U.S.
history that have been more supportive of
multilingualism than others.
Historical and Legal Overview
of Language Policy in the
United States
Implementation of Federal
Policy
Language Policy in Recent
History

8. Title VII of the
Elementary and
Secondary
Education Act of 1965
Bilingual Education
Act (BEA)
Supreme Court’s school
desegregation decision in
Brown v. Board of
Education (1954)
The 1964 Civil Rights
Act (Title VI)
The 1974 Equal
Educational Opportu-
nity Act (EEOA)
Implementation of Federal
Policy

9. Language Policy in
Recent History
The mandates of bilingual and bidialectal education
have been controversial. Other critics have argued
that bilingual education simply does not work . The
proponents of English-only argue that to preserve the
unity of the United States, English should become the
official language . There have been periods in the
nation's history when administrations have leaned more
toward a language-as-a-resource orientation,
maintaining and supporting the teaching of languages
other than English, such as President Bill Clinton's
1994 reauthorization of the BEA.

10. Instructiona
l Programs
The Bilingual
Debate and the
Research
Context
Program Types
That Contribute
to Successful
Educational
Practice
The Lived Reality
of Today’s
Linguistically
Diverse Students
Programmatic Responses to
Linguistic Diversity

11. Students are placed in regular English-only
classrooms and are given no special
instructional support. However, many EL
students find themselves in submersion-like
settings. ESL is either taught through pull-out
programs or integrated with academic content
throughout the day. Today, many ESL classes,
especially at the secondary level, are
sheltered English classes where both English
and subject matter are taught. Transitional
bilingual education.
Instructional Programs

12. The Bilingual Debate
and the Research
Context
As bilingual education continued to
evolve throughout the 1960s and 1970s, a
major split in public opinion regarding
the program occurred. Baker explains
that some citizens viewed bilingual
education as failing to foster social
integration and as a waste of public
funds. Rossel and Baker reviewed 72
scientifically methodologically
acceptable studies. They concluded that
bilin- gual education was not superior
to ESL instruction, particularly in
reading achievement.

13. In fact, a controversial observation recently
made by scholars researching secondary schools is
that most students who are labeled as EL. This
type of work highlights the need to examine the
way schools are organized, the way instruc tion
is delivered, and what opportunities to learn
exist in whatever program is ultimately chosen
Program Types That Contribute
to Successful Educational
Practice

14. Several studies of students’ everyday
experience provide a powerful but painful
picture of how schools meet or do not
meet the challenge of linguistic
diversity. The students in Valdés’s
research found themselves in “ESL
ghettoes,” which afforded little
possibility for academic advancement.
Olsen (1997) examined the experiences of Latino and
Asian immigrant students at Madison High School as
they attempted to become “Amer ican.” Olsen revealed
the tensions and contradictions of this view.
1. Linguistically diverse students were segregated in
the overall school context.
2. Immigrant students felt extreme pressure to forgo
deining elements of their own identities—their
culture, language, dress, and values.
The Lived Reality of Today’s
Linguistically Diverse
Students

15. In attempting to make students learning a
second language or dialect successful in
schools, scholars have observed that a
distinction needs to be made between
learning a language socially and
academically (Cummins, 1981; Hakuta,
Butler, & Witt, 2000–2001; Valdés, 2001).
An important goal for teachers should be
to enable students to successfully use
academic English.
Language
Views on Language Learning
and Teaching
Language Learners
Age
First Language

16. Language Lerning and
Teaching
Instructional
Strategies and
Contexts for Learning
Theories of Second Language
Learning
Instructional
Methods and
Approaches

17. Theories of second language
learning
 Input hypothesis
 Interactionist theory
 Sociocultural theories
 Basic interpersonal communication skills
(BICS)
 cognitive academic language profciency
(CALP)

18. Interactionist theory, as indicated,
has been cited mostly in conjunction
with immersion programs in Canada. In
these programs, researchers have found
that the most effective language
learning situation is one that is
content-based or
communicatively oriented .
Instructional Methods
and Approaches

19. The methods that recommend an integration of language and
content indicate that teachers should use strategies similar
to those described in the effective programs reported by
August and Hakuta (1997), Corallo and McDonald (2002), and
Marzano (2003). These strategies incorporate a student
centered, meaning based, context-rich classroom and a
cognitively demanding curriculum. Thus, effective classroom
strategies must be situated in a supportive school and
societal context. Along with the academic focus, teachers
should work toward making the classroom a welcoming place for
students and their families. The cultural and linguistic
resources that students bring to school, especially with the
involvement of parents and community partners, should also be
integrated and celebrated in the classroom.
Instructional Strategies and
Contexts for Learning

20. It frst examines linguistically diverse populations in
the United States and considers how recent trends in
immigration have infuenced linguistic diversity. The
chapter also considers important legal and political
milestones in the evolution of language education
policy. Past and recent developments in language
policy demonstrate the contradictory position of the
United States toward linguistic diversity.
Additionally, the chapter reviews the existing
research regarding which programs best serve the needs
of linguistically diverse students. Research indicates
that students learn best in meaning-centered and
intellectually rich environments and that
linguistically diverse students have the maximum
potential to succeed when their language and culture
are used and developed in instruction. School practice
has not always lived up to this ideal. Finally, the
Conclusion

21. THANK YOU