This document discusses strategies for supporting a Spanish-speaking English language learner (ELL) student named Maria in Kindergarten. Maria comes from a low-income family and speaks little English. The document outlines Maria's background and academic challenges in vocabulary, comprehension, and communication. It then discusses leveraging Maria's cultural and linguistic strengths as "funds of knowledge" and using evidence-based strategies aligned with the Common Core standards to help her overcome challenges. These include building background knowledge, explicit vocabulary instruction, repeated readings, and culturally responsive teaching that values Maria's home culture and language.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
"It Makes Me smarter:" Exploratory World Language Instruction in Catholic El...ericdouglashoward
This is a presentation of a case study conducted by Dr. Brigid Burke and Eric Howard of Bowling Green State University.
Abstract:
Little research is being conducted to understand early WL learning. Students in Catholic elementary schools were provided with WL instruction every week. CLT methods were employed and lessons addressed state and national standards. The research questions were: How does exploratory instruction 1) affect children’s attitudes toward learning WL and about cultures? 2) affect children’s WL acquisition? Similar to what Navarro-Villarroel (2011) and Yao (2002) found, this program allowed for a more positive and expressive outlook on learning languages and cultures. Children found learning to be challenging, but enjoyed it because “it made them smarter.” Children believed they would be able to communicate with people from other cultures. Students preferred when the teacher used manipulatives, games, and technology. All students learned some words and expressions. Experienced learners gained confidence in their abilities while certain novice students needed more scaffolding.
"It Makes Me smarter:" Exploratory World Language Instruction in Catholic El...ericdouglashoward
This is a presentation of a case study conducted by Dr. Brigid Burke and Eric Howard of Bowling Green State University.
Abstract:
Little research is being conducted to understand early WL learning. Students in Catholic elementary schools were provided with WL instruction every week. CLT methods were employed and lessons addressed state and national standards. The research questions were: How does exploratory instruction 1) affect children’s attitudes toward learning WL and about cultures? 2) affect children’s WL acquisition? Similar to what Navarro-Villarroel (2011) and Yao (2002) found, this program allowed for a more positive and expressive outlook on learning languages and cultures. Children found learning to be challenging, but enjoyed it because “it made them smarter.” Children believed they would be able to communicate with people from other cultures. Students preferred when the teacher used manipulatives, games, and technology. All students learned some words and expressions. Experienced learners gained confidence in their abilities while certain novice students needed more scaffolding.
Provides a brief overview of the historical and legal perspectives on bilingual education in the United States. Also includes challenges, students and teachers face as well as possible supports teachers can use when working with English Language Learners (ELLs).
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Beyond the Journal • Young Children on the Web • November 2005ChantellPantoja184
Beyond the Journal • Young Children on the Web • 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
Start—where 52 percent of teachers come from a variety of racial,
ethnic, and cultural backgrounds different from the mainstream—only 22
percent of preschool teachers are culturally diverse (Saluja, Early, & Clifford
2002) and the percentage of non-White K–12 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 “from one world to another” 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 students’ 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; Halcón 2001; Moll
2001; Ogbu 2001) indicates, however, that teachers who do not share children’s
cultures can provide culturally compatible instruction if they understand the
children’s “cultural funds of knowledge,” 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.
—Lisa Delpit
Other People’s Children
Many culturally and
linguistically diverse
students may feel like
they are moving “from
one world to another”
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 ...
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
ESL Specialist Certification Program (six-course series)
$2,600.00
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
CUSTOMIZE YOUR OWN SCHEDULE: (888) 936-8626
START DATE:
Select Start Date
PURCHASE
OVERVIEW
Developed to WIDA Standards
Course Instructor: Susan Evans
Course Six Course Fast Track Duration: 8-12 months, the student may take up to 3 years to complete
Course Type: Facilitated
PDE Approval Numbers
FINANCING OPTION AVAILABLE: No interest or payments for six months. Approval is in seconds. learn more
Teachers entering the workforce often struggle with how to use a language-focused, quality curriculum that maintains academic rigor and high expectations for English language learners. Participants in this program will learn how to efficiently and effectively instruct English language learners using research-based methodologies regarding language structures, functions, forms, patterns, and conventions of oral and written language in alignment with Pennsylvania’s English Language Proficiency Standards (ELPS) and the Common Core while applying instructional practices that provide students with comprehensible input. Educators exiting this program will also be well-equipped to use data to inform their instruction through the competent implementation of Pennsylvania’s mandated English language proficiency assessments (ACCESS for ELLs and W-APT) as well as formative assessments.
Important: Amid Covid-19, approved by the Pennsylvania Department of Education, all mentoring will be done online until further notice. Each participant will have an eAdviser assigned to them for the duration of the course and as they need assistance throughout the year. Our ESL eAdvisers will support and guide you to meet all homework and in-classroom learning criteria.
ESL PROGRAM SPECIALIST CERTIFICATION IS APPROVED BY THE PENNSYLVANIA DEPARTMENT OF EDUCATION
COURSE DESCRIPTIONS
ESL01 DEVELOPING CULTURAL AWARENESS AND SENSITIVITY | 8 WEEKS
This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. It also includes cultural awareness activities for promoting school staff understanding about other cultures and in comparison to American culture and strategies for working with English Language Learners. Participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Valuing Diversity
Cultural modeling is a way of designing
instruction to make explicit connections
between content and literacy goals, and using
the knowledge and experiences students share
with their family, community, and peers (Risko &
Walker-Dalhouse, 2007).
3. Student Profile
• Maria (pseudonym has been given) is a five-
year-old girl
• In Kindergarten, although she is a 1st grade age
• Youngest of three children, but her siblings are
still in Mexico
4. Background Information
• Language:
• Native language is Spanish
• Maria speaks very little English, although she has
learned numerous words and phrases
• Mother speaks no English, but her older cousins are
bilingual in English and Spanish
• Socioeconomic Status:
• Low-socioeconomic status (Maria is on the free and
reduced breakfast/lunch program)
• Mother and aunt are supporting 4 children
• All six people share a two-bedroom apartment
5. Academic Challenges
• Vocabulary—even Tier 1 vocabulary is new to
her
• Comprehending texts (both narrative and
informational)
• Communicating with peers and adults
6. Funds of Knowledge
“Teachers who truly embrace culturally
responsive pedagogy recognize the importance
of helping EL students make meaningful
connections between existing schema and
content area concepts and skills” (Brooks &
Karathanos, 2009, p. 47).
7. Funds of Knowledge
• Linguistic:
• Oral fluency in Spanish
• Has mastered English alphabet (letters/sounds)
• Is reading decodable books fluently in English
• Cultural:
• Unique holidays and celebrations from Mexico
• Helped with our Christmas Around the World unit
• Unique foods
• Brought tamales to school during the Christmas unit
8. Funds of Knowledge
• Family:
• Strong work ethic
• Support for each other
• Some members (cousins and aunts) are bilingual
• Experiences:
• Holiday celebrations in Mexico
• Traveled from Mexico to Montana
• Transitioned to a new school with no prior
knowledge of culture or language
9. Funds of Knowledge
• Practical:
• Peer support for the new ELL student at our
school. Both can use their native language to
help support one another’s learning
• Expert on Mexico and the traditions and
celebrations that her family participated in
• Helps teach Spanish vocabulary to peers
10. Literacy Expectations and 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).
11. Opportunity in the Common
Core State Standards
• Strengths of the Common Core State Standards:
• Has a strong focus on collaboration with peers,
which helps to scaffold instruction and further
language skills
• Holds high standards to help prepare students for
college or career readiness, even English-learners
• Opportunities for ELLs to use their strengths and
background knowledge
12. Challenges to the CCSS
• Maria struggles with meeting the language
standards for the CCSS, specifically the
vocabulary standards
• Comprehending narrative and informational
texts is another challenge for Maria
• As vocabulary and comprehension go hand in
hand, each skill will strengthen the other as
Maria learns more English vocabulary
13. Overcoming the
Vocabulary Challenges
• Strategies to help Maria with vocabulary standards:
• Consistent and clear routines*
• Additional time to complete tasks*
• Scaffold experiences and background knowledge*
• Explanation of common words with multiple meanings*
• Use of visuals and gestures to illustrate words*
• Build word relationships, and guide the students’ awareness of how a
word is constructed and deconstructed **
• Teach cognates ***
*Baker, Santoro, Ware, Cuellear, Oldham, Cuticelli, Coyne, Loftus-Rattan, and McCoach (2015)
**Girard and Spycher (2007)
***August, Carlo, and Snow (2005)
14. Overcoming the
Comprehension Challenges
• Explicitly teach academic language related to
content (Maxwell, 2013)
• Multimodal learning (Marhsall and Toohey, 2010)
• Repeated/close readings (Halladay & Moses, 2013)
• Genre Studies (Particularly with informational
texts to learn text features) (Halladay & Moses, 2013)
• Draw on background knowledge
15. Overcoming Challenges
When teachers draw on students’ background
knowledge, and use evidence-based teaching
strategies, all students can progress and fulfill the
CCSS, at the rate that is appropriate for them—even
linguistically and culturally diverse students.
16. Benefits of Culturally
Responsive Classroom
• Students bring richness and funds of knowledge
from home (Marshall & Toohey, 2010)
• Culturally responsive teaching respects the
differences of students and utilizes these
differences as learning resources rather than then
deficits to be overcome (Risko & Dalhouse, 2007)
• When teachers know students well, they are able
to design lessons using students’ funds of
knowledge, which serves to motivate students, as
well as enhance their learning.
17. References
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The Critical Role of Vocabulary Development for English Language Learners. Learning Disabilities Research & Practice
(Wiley-Blackwell), 20(1), 50-57. doi:10.1111/j.1540-5826.2005.00120.x
Baker, D. L., Santoro, L., Ware, S., Cuéllar, D., Oldham, A., Cuticelli, M., & McCoach, B. (2015). Understanding and Implementing the Common Core Vocabulary Standards in
Kindergarten. TEACHING Exceptional Children, 47(5), 264-271.
Brooks, K., & Karathanos, K. (2009). Building on the cultural and linguistic capital of English learner (EL) students. Multicultural Education, 16(4), 47–51.
Retrieved from the Walden Library databases.
Girard, V., & Spycher, P. (2007). Deconstructing language for English learners. Aiming High Resource. Retrieved from
http://www.scoe.org/docs/ah/AH_girard.pdf
Halladay, J. L., & Moses, L. (2013). Using the Common Core Standards to Meet the Needs of Diverse Learners: Challenges and Opportunities. New England
Reading Association Journal, 49(1), 33-44.
Marshall, E., & Toohey, K. (2010). Representing family: Community funds of knowledge, bilingualism, and multimodality. Harvard Educational Review, 80(2), 221–242.
Retrieved from the Walden Library databases.
Maxwell, L. A. (2013a). Consortia struggle with ELL provisions. Education Week, 32(27), 1–17. Retrieved from the Walden Library databases.
Maxwell, L. A. (2013b). Standards and English-learners: It takes a village. Education Week, 33(10), S9–S12. Retrieved from the Walden Library databases.
Risko, V. J., & Walker-Dalhouse, D. (2007). Tapping students' cultural funds of knowledge to address the achievement gap. Reading Teacher, 61(1), 98–100.
Retrieved from the Walden Library databases.
