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Curricula experiences should serve to empower students, develop their identities and voice, and encourage student agency to improve their life opportunities. Use classroom approaches that empower students socially and academically. Teaching Strategies for Culturally and Linguistically Diverse Students The first step in addressing cultural and linguistic diversity is to be aware. Professor Edwards is the editor of the Journal of Multilingual and Multicultural Development. Fenice Boyd, University at Buffalo, State University of New York, Mary K. Healy, University of California, Office of the President (Retired), Ernest Morrell, Michigan State University, Tom Meyer, State University of New York, New Paltz, Jeanne Smith Muzzillo, Bradley University, Gertrude Tinker Sachs, Georgia State University. Some of this diversity is obvious: More than ever, students come from different racial, ethnic, religious and linguistic backgrounds. How does it vary and/or remain constant in different contexts? refers to different cultures that one can encounter in the classroom and how it effects learning. Teachers may make flawed assumptions of students capabilities or assume a uniform standard of student performance. Linguistic diversity refers to the number of different languages spoken across cultures. Shifting demographics in the United States have dramatically altered the ethnic and racial makeup of student populations, and a growing number of students do not speak English fluently. Create dialectical and slang-based lexicons. Positive parent-teacher relationships can influence any students success, but they can be particularly important for students whose culture or dominant language differs from that of the majority of their classmates. Four Dimensions of Student Diversity. Why Choose Drexel University School of Education? For decades, English language teaching (ELT) scholars and researchers have made endless calls to incorporate . Conduct student/class interviews around language power issues. (2001). Reading Research Quarterly, 37 (3), 328-343. Use documentary films from PBS, etc., as a resource, designing carefully-phrased pre-post viewing questions and activities. Have students become ethnographers into language, recording and analyzing the ways language plays out in their lives. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. Have students write a border crossing essay about a time when they were the other.. A place to be Navajo: Rough Rock and the struggle for self-determination in indigenous schooling. Critical literacy. (2004). Harvard Educational Review, 73 (3), 362-389. Nickel and dimed: On (not) getting by in America. Discuss the ways in which language is used to express feelings. Diversity exists even within mainstream society and students need to have the communication life skills that multicultural education promotes. It can also impact how they view themselves and others when engaging in classroom activities. William Labov and Anne Charity Hudley explored differences in language and achievement associated with language dialect (or vernacular). Villanueva, V. (1993). This is because language diversity in mathematics classrooms can take many forms, including the use of multiple languages in the same classroom (as in multilingual societies), the exclusive use of a second or additional language for mathematics learning and teaching (as in immigration contexts), or the use of a foreign language for mathematics . Boston: Beacon Press. Schools can address linguistic and cultural diversity by working to recruit teachers of color and instructors who can teach and tutor in languages other than English. Teachers should respect their students identity and use preferred pronouns when interacting with their students. Discourse Analysis and its Discontents, Chapter 3. Making an effort to accommodate different communication preferences, cognitive styles, and aptitudes results in lessons with a greater chance of reaching all students. Children of various colors such as fair, dark, or tan will be present in the classroom. Disadvantage: A Brief Overview, Chapter 4. Diversity in the classroom leads to stronger empathy, self-confidence, and feelings of self-worth, and greater collaboration skills. "Diversity includes students from various cultures; with varied abilities, disabilities, interests, experiential backgrounds, and even language use" (Basham, Meyer, and Perry, 2010, p. 340). View. Laurie, MacGillivray, Robert Rueda, and Anna Martiza Martinez, Listening to Inner-City Teachers of English Language Learners. The United States Census Bureau projected that the U.S. would become a majority-minority nation for the first time in 2043. Delpit, L. (1988). Diversity in the classroom helps students develop social awareness which helps them appreciate different perspectives and draw stronger conclusions. summary. Freeman, D. & Freeman, Y. What are the roles of class and cultural histories in influencing literacy educators theories and ways of teaching and learning? Cultural diversity in the classroom is on the rise. New York: Routledge. New York: Peter Lang. Snyder, T. D., & Hoffman, C. M. (2002). There is and will continue to be a disparity between the racial, socioeconomic, and cultural backgrounds of English educators and their students. and other organizational language that may not be understood by others. All Yale instructors of record, including tenured and tenure-track faculty, clinical instructional faculty, lecturers, lectors, and part-time acting instructors (PTAIs), are eligible to apply. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Towards these ends, we recognize the importance of employing a critical lens when engaging preservice and inservice teachers, a lens that enables these teachers to understand and value a stance toward literacy teaching that also promotes critical consciousness, social justice, and equity. Through critical, self-reflexive practices embedded in our research and our teaching, we can work against racial, cultural, linguistic, and socioeconomic inequalities by creating humane classrooms where students and teachers learn to use language and literacy in critical and empowering ways. Rebecca Oxford, Personality type in the foreign or second language classroom: Theoretical and empirical perspectives. In Horning and Sudol. Giroux, H. (2001). Ultimately we know both groups and, indeed, all language users have a right to be informed about and practiced in the dialect of the dominant culture, also mythologized as Standard English. Teachers are responsible for giving all students the tools and resources to access the Language of Wider Communication, both spoken and written. All students need to be taught mainstream power codes/discourses and become critical users of language while also having their home and street codes honored. Check the item description for details. Whereas the percentage of white female English educatorsestimated at about 85-90 per centin U.S. schools has remained constant (Snyder & Hoffman, 2002), the students with whom they work have and will continue to become increasingly diverse. Reading, constructing, connecting. Ethnicity is sometimes confused with race, but it is important to recognize that while some people may have the same skin color, they may come from different places and have vastly different cultural beliefs and views of the world. Sara S. Ezell, assistant director, Equal Opportunity, Affirmative Action, and Disability Services Department. Examine teacher and pupils attitudes toward popular culture as a context for teaching and learning before and after implementation of a popular culture curriculum. American English (2nd ed.). The Persistence of Linguistic Deficit, Chapter 8. Students must be able to understand and utilize language structures and words that are part of a learning task, as well as how they use them, in order to be successful on a learning task.. The Importance Of Linguistics In The Classroom. Participate in writing a collective summary/reflection of the chapter here (same google doc). $5.99. Gutierrez, K., Asato, J., Pacheco, M., Moll, L., Olson, K., Horng, E., Ruiz, R., Garcia, E., & McCarty, T. (2002). Developing this kind of knowledge may help to avoid linguistic racism or language marginalization (Delpit & Kilgour Dowdy, 2003; Gee, 1996; Gutierrez, Asato, Pachco, Moll, Olsen, Horng, Ruiz, Garcia, & McCarty, 2002; Perry & Delpit, 1998; Smitherman, 1999). An estimated one in five school-age children in the United States speaks a language other than English in the home, and roughly half of these children are emerging bilingual students or English learners (ELs) when they enter school. The dreamkeepers: Successful teachers of African American children. Gay, G. (2000). Mahwah, NJ: Lawrence Erlbaum. An Educators Guide to Teaching Diverse Students, American Educational Research Association, Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults, Edutopia, Getting Started With Culturally Responsive Teaching, Learning Policy Institute, Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color, Learning Policy Institute, Teachers of Color: In High Demand and Short Supply, National Center for Education Statistics, Characteristics of Public School Teachers, National Center for Education Statistics, English Language Learners in Public Schools, National Center for Education Statistics, Table 203.50, Enrollment and Percentage Distribution of Enrollment in Public Elementary and Secondary Schools, by Race/Ethnicity and Region: Selected Years, Fall 1995 Through Fall 2028, U.S. Department of Education, Office for Civil Rights, Developing Programs for English Language Learners: Legal Background, U.S. Department of Education, Our Nations English Learners, Contact an Enrollment Advisor at 202-807-6173, Copyright 2023 |American University| 4400 Massachusetts Avenue, NW | Washington, DC | 20016 |Privacy Policy. Malden, MA: Blackwell. individual differences exist in how children whose home language is not English acquire English . Our Social, Emotional, and Behavioral Wellness Certificate Programis a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom. Modern approaches to accommodating diversity in the classroom are shifting from teaching to the average student to more inclusive methods that afford equitable learning opportunities for all students. Critique why these activities were memorable and develop a list of criteria for meaning learning experiences. Discuss what students have learned about themselves and others? Teaching culturally diverse students entails the following additional steps: Educators can also benefit from the following tips for teaching linguistically diverse students: Efforts to better serve culturally and linguistically diverse student populations are not limited to the classroom. Honoring the mandate to provide all students with an equal education requires adaptation. Although not comprehensivegiven space and time, we could have easily added more ideas and resourcesthis document represents what we consider to be a minimum philosophical outline for supporting learners whose cultures and language fall outside the boundaries of mainstream power codes. (1999). "Speak in your First Language" (Attentive Listening) Activity (optional) Inspired by bell hooks' book chapter, I have designed a "speak in your first language" activity. School systems are beginning to understand the need to better prepare their teachers to understand and to draw upon the linguistic resources that students bring to the classroom. He is the author of several books including Language and Identity (Cambridge, 2009) and Un mundo de lenguas (Aresta, 2009) as well as many articles, chapters and reviews. Gordon, L. (2000). Here are five research-based approaches that early childhood educators can use. One way to do this is to carefully observe how kids and families speak and behave around each other and with people of authority. I recommend it enthusiastically. In cities, the average is close to 15 percent. These culturally responsive teaching strategies will help you to promote diversity in the classroom. What does an investigation of the discourse and interaction patterns in multicultural classrooms reveal? Cambridge, UK: Cambridge University Press. David Kolb created a four-step model for really understanding the needs of a particular student . (R. Nice, Trans). By creating a culture of inclusion and acceptance of others, teachers support students in learning to build a more tolerant and just . the knowledge, attitudes, values, customs, and behavioral patterns that characterize a social group. Provide teacher training. For these reasons, we believe that teachers and teacher educators should actively acknowledge, celebrate, and incorporate these funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1994) into classroom practice. This paper assesses the challenges experienced by language learners in classrooms as a result of the diversity of their linguistic abilities. Mahwah, NJ: Lawrence Erlbaum. Rodriguez, R. (1982). Using multiple critical literacy lenses, examine the literacy curricula from several schools. S. Weinstein, Carol & Tomlinson, Saundra & Curran . There are several ways teachers and administrators, such as principalsand coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. Socially responsive and responsible teaching and learning requires an anthropologically and ethnographically informed teaching stance; teachers and teacher educators must be introduced to and routinely use the tools of practitioner/teacher research in order to ask difficult questions about their practice. New York, NY: Garland. New York: The New Press. 10. Korina Jocson, Taking It to the Mic: Pedagogy of June Jordans Poetry for the People and Partnership with an Urban High School. Yes. by Christine K. Dungan In this edition, three members of the Vanderbilt community engage some of the questions surrounding the issue of diversity in the classroom. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others. Darling-Hammond, L. (1997). Edward's voice is distinct and his conviction is clear throughout the book. Retrieved September 5, 2005 from http://www.knea.org/news/stories/2003/workteam.pdf. This module will not offer a comprehensive definition of the term, instead, this module will highlight two key areas related to diversity: Identify how diversity affects the classroom Provide practical tips for promoting an inclusive classroom