This document discusses using culturally responsive frameworks to meet the needs of English language learners. It defines culture and explains why culture matters in education. It also provides strategies for learning about students' cultural backgrounds, incorporating their cultures into the classroom, and using culturally responsive pedagogy. Some key strategies discussed include scaffolding instruction, differentiating lessons, and using the principles of Universal Design for Learning to support English learners.

1. U S I N G A
C U LT U R A L LY
R E S P O N S I V E
F R A M E W O R K T O
M E E T T H E
N E E D S O F E L L
U N L O C K I N G E N G L I S H L A N G U A G E L E A R N E R S ’
P O T E N T I A L

2. WHAT IS
CULTURE?
• Brainstorm a Definition
– Complex, Dynamic
– Multidimensional
– Variable
– Leveled
• Surface
• Shallow
• Deep
This Photo by Unknown Author is licensed under CC BY-NC-ND

3. BIBLIOGRAPHY
• Fenner, Diane Staehr and Snyder, Sydney. (2017). Unlocking English Language
Learners’ Potential. Thousand Oaks, CA: Corwin (First Edition)
• Singer, Tonya Ward. (2018). EL Excellence Every Day. Thousand Oaks, CA: Corwin (First
Edition)

4. MY CULTURAL
SELF
What made a difference between the two times?
Describe a time when you found it challenging to be a member of one of
these cultural groups.
Describe a time when you felt proud to be a member of one of these
cultural groups.
Make a list of all the cultural groups that you belong to and then consider
which ones you identify with most, placing a star next to those.

5. WHY DOES CULTURE MATTER?
• Beliefs
• Communication
• Participation
• Behavior
• Expectations

6. WHAT ARE MY
BELIEFS AND
EXPECTATIONS?
• Respond to the Following:
– Punctuality
– Role of Teacher in the Class
– Student Participation in
Discussions
– Student Nonverbal
Communication
– Student Interactions With
Teacher
– Independent Versus
Collaborative Learning
– Plagiarism

7. HOW MIGHT YOUR CULTURAL BELIEFS
AND EXPECTATIONS DIFFER FROM
THOSE OF YOU ELS?
HOW MIGHT YOU ADDRESS THESE
DIFFERENCES IN YOUR CLASSROOM?

8. WHAT I KNOW
ABOUT MY EL?
• Talk Informally
• Collaborate
• Attend Events
• Conduct Home
Visits
• ResearchThis Photo by Unknown Author is licensed under CC BY-SA

9. CULTURALLY RESPONSIVE PEDAGOGY
IS NOT
• Predetermined Curriculum
• Specific Strategies
• Watered Down Curriculum
• Feel-Good Approach
• Only for Students of
Particular Backgrounds
IS
• Assets Based
• Student Centered
• Values Student Languages,
Cultures, Backgrounds
• Simultaneously Challenges
and Supports Students

10. ASSETS BASED
• Pronounces names correctly
• Shows interest in and thus
incorporates student cultures into
instruction
• Uses home language to aid in
vocabulary reinforcement
• Uses multiple means of
communication
• Is aware of each student’s
interests and challenges outside
of the classroom
• Puts supports in place to
overcome obstacles
• Scenario and possible
perspective plus solutions
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11. STUDENT CENTERED
• Objectives are posted
• Instructions are visual and
oral
• Activities are modeled
• Choice is provided
• Chances to write/speak about
relevant people and events
• Work is displayed
• Student involvement in goals
and assessment
• Lessons that foster
relationships
• Intentional groupings
• Structured group work
This Photo by Unknown Author is licensed under CC BY

12. VALUES STUDENT LANGUAGES,
CULTURES, BACKGROUNDS
• Multicultural resources and materials
• Include perspectives of individuals
that come from EL’s home culture
• Draw on EL’s backgrounds and
experiences
• Opportunities for EL’s to use bilingual
resources
• Families are welcome to participate
This Photo by Unknown Author is licensed under CC BY-SA

13. CHALLENGES AND
SUPPORTS
• Taught at grade level
• Appropriately scaffolded
• Visually supported
• Regular, structured small
group and paired work
• Provides opportunities for
critical thinking and
reflection
• Connects with prior learning
• Introduces diverse
perspectives
This Photo by Unknown Author is licensed under CC BY-SA-NC

14. STRATEGIES FOR
MEETING THE
NEEDS OF ELL

15. SCAFFOLDING
• A temporary
support a
teacher provides
to student that
enables them to
perform a task
he or should
would not be
able to perform
alone.
This Photo by Unknown Author is licensed under CC BY-SA-NC

16. CATEGORIES OF SCAFFOLDS
• Materials and resources
– Graphic organizers
– Glossaries
– Dictionaries
– Sentence frames, sentence
stems, paragraph frames
– Visuals
– Word banks or word walls
• Instruction
– Preidentified and pretaught
vocabulary
– Concise instruction of
background knowledge
– Reduced linguistic load
through repetition,
paraphrasing and modeling
• Student grouping
– Structured pairs
– Structured small group
– Teacher led small group work

17. DIFFERENTIATION
• Design lessons based on students’
learning styles.
• Group students by shared interest,
topic, or ability for assignments.
• Assess students’ learning using
formative assessment.
• Manage the classroom to create a safe
and supportive environment.
• Continually assess and adjust lesson
content to meet students’ needs.

18. UNIVERSAL
DESIGN FOR
LEARNINGC A L V E R T U N I V E R S A L