benefits of culturally and linguistically diverse classrooms slideshow jan 17, 2016
TRANSCRIPT
Benefits of Culturally and Linguistically Diverse Classrooms
Valerie RobinsonWalden UniversityJanuary 17,2016
Let the journey begin!
Student Information• Male• 5 years old • Pre-K• Home Language: Spanish Luis (not real name)• Fluent in Spanish, speaks English. He was born in the U.S.• He is the only child in the home with very little English
spoken.
Background InformationHome Language• Mother and Father speak very little
English.• There is a aunt in the home who is
able to translate.• Student speaks English, but is
fluent in Spanish as well.
Socioeconomic Status• Low socioeconomic status• Mom does not work, dad does
construction work• He also receives free lunch
Group 1 Group 2
Clas 82 95
Class 2 76 88
Class 3 84 90
Academic Challenges• He speak very low and it is
hard to hear him sometimes.
• He has some challenges with writing his name.
• Student does well with memorizing information when asked
He is independent
He loves playing with blocks
He works well with others
His work is on point
He has some problems with
Language
And he is excited about
learning
Student loves using the IPad doing center time and during small group time.
ELL student is self-sufficient
Linguistic
• Student is fluent in Spanish
• Student is in the developing stages of English language
• Spanish is spoken at home.
Cultural
• Understanding Hispanic traditions an values.
• Diversity of food experiences
• Student is born in U.S. Parents wants the best for him in education
Funds Of Knowledge
Family
• Student has support at home from aunt with academics and social behaviors.
• Student has strong work ethic
• The parents are very active in the students education. They come to the school for all events or functions
Experiences
• Holiday and Cultural celebrations.
• Parents visit Mexico yearly.
• The student has not been to Mexico but once.
• Grandmother has great influence on the family. She was born and raised in Mexico
Practical
• Has support at home with his aunt
• Enjoys the IPad
• Enjoys Storytime
• Wants to learn and performs well for the most part.
Funds of Knowledge
Literacy Expectations of 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, 2013).
Standards set for all students including English Language Learners
Schools are Recommended by CCSS to Provide• Appropriate instructional support to make grade-level course work comprehensible.
• Additional time for ELLs to complete tasks and assessments
• Modified assessments for ELLs to demonstrate content knowledge
• Opportunities for ELLs to interact with other English speakers
• Opportunities to build upon background knowledge, strengths and prior experiences.
• Qualified teachers who practices found to be effective in improving students achievement (Common Core Standards Initiative, n.d.)
Strengths and Challenges Related to Literacy Expectations Of the CCSS
Strengths• Student is able to write his first and last
name.
• Student participates in small group and large group activities.
• Students knows all his alphabets and most letter sounds.
• Students loves working with apps. On the IPad.
• Student works well with other English speaking students.
Challenges• Student has some difficulties with the
English language.• Student is a little resistant with
speaking in front of the class.
• Student has problems with onset and rhymes
• Student is the only ELL in the classroom.
ReferencesMaxwell, L. A. (2013b). Standards and English-learners: It takes a village. Education Week, 33(10), S9–S12. Common Core State Standards Initiative. (n.d.). About the standards. Retrieved September 4, 2014, from http://www.corestandards.org/Roy-Campbell, Z. (2012). Meeting the needs of English learners. Journal of Adolescent & Adult Literacy, 56(3), 186–188. Mazur, A., & Doran, P. (2010). Teaching diverse learners: Principles for best practice. Thousand Oaks, CA: Corwin.
Laureate Education (Producer). (2014s). Valuing linguistic diversity [Video file]. Baltimore, MD: Author.