Culturally Inclusive Teaching and Empowerment
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Quinnesha Bryant
Bryant powerpoint3.pdf
Summary 1304 Words
• Long Terms English Learners- "Long Term English Learners"
Is when students have been in schools for at least
six years in the United States but not English
proficient (Chen, 2016).
Recently Arrived English Learners
• students who are new to the United States
schools.
• Been in school for less than twelve months in the U.S.
• Students may not have experienced education before starting school in the U.S.(Cook, 20170.
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https://csiprop.com/international-applications-to-uk-universities-hit-record-high/
Students with Interrupted Formal Education
(SIFE)-
• Education has been interrupted and caused a gap in learning
• Characteristics of SIFE:
• Involves Two or more years gap of living in their country. They have left and returned to the United States
• Migrant Families: often have children and they move several months over the year. This can also cause gaps in education.
Cultural, sociological, psychological, or political factors that
may affect language acquisition
students can struggle with trauma from something
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that happened in their life previously that can impact
their social and academic abilities.
are learning how to adapt to a new environment and new
countries as well as learning a new language.
Factors That Affect Immigrant ELL
• Families in refuge may suffer psychologically and becomestressed.
• can often have a hard time adjusting and maintaining.
• students prone to discrimination from other students because of their different cultural background.
• These ELLs often build new relationships and have to become accustomed to new surroundings and social concepts.
• Some students' parents may not speak English, so it makes it difficult for them to practice the English language at home.
Things that Affect Native
American ELLs
• Native Americans culture differs from other countries and they may have more of a difficulty adjusting to the environment.
• There are less students that share the same native language , compared to Spanish speaking students.
• This may interfere with making friends, build relationships and adapt to their new home.
How do ELLs compare to LTELs, RAELs, and SIFEs
• may also fall under the category of LETLs if they face challenges that interrupt their ability to appropriately learn the English Language and succeed in academics.
• Immigrant and refugee children commonly fall into the category of RAELs due to them having a difficult time adjusting.
• Migrant children who move back and forth fall under the category of SIFEs. Children are more likely to be motivated and eager to learn and adjust to a new environment when they feel accepted and included. They then begin to improve academically.
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Additional Factors That Affect Language Acquisition
• K-12 LTEL, RAEL, and SIFE
• LTELs can have the lack of poor services , attending different schools with different programs, or too many absences
• This can often lead children behind and will require them to need a little more time to become proficient in English
• If a student is not engaged in what they are learning or lose focus, they are more likely to fail and not comprehend with concepts (Chen, 2016).
• "Once they fail, they are more likely to become disengaged. It takes a lot of time and effort to learn a new language" (Seals, 2017). Parents who do not know English cannot always provide the assistance that these children need at home
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when it comes to completing their academic work, as well as, practicing the language they are learning
Factors That Affect Language
Acquisition (Emotionally)
• learning a new language, it can become frustrating for some students.
• they are unable to express themselves and they are no longer surrounded by usual culture. Frustration can come due to the lack of knowledge and lost interest to learn
• Lack of Self-Esteem: . Being confident in self play an important part in learning.
• Loneliness: Children that do not feel accepted or not included from their peers are often feeling lonely. Feeling lonely can make them struggle to build friendships or be social with their peers. This then can lead to decreased engagement in class.
Part two: Cultural Inclusive Practice
• Allowing students to interview their parents as apart of a project or making a presentation that require them to research their culture or
language
Creating lessons based on cultures gives the opportunity for
everyone to become culturally aware
• Recognizing holidays and give the students the chance to talk about the holidays that they celebrate in their cultures
• "Presenting ELL students with activities that involve their cultural background can help promote engagement "(Chen, 2016
How to Support Culturally Inclusive Practices
• It is important to learn and understand your students' cultural background.
Asking questions about their interests, having class discussions that relate to personal experiences can also help
Having guest speakers with different cultures to talk to the class..
Treat all students equally is a must
"Give students choices to pick and choose assignments and offer different ways to learn" (Guido, 2017). Choice is the best thing that way they are engaged and willing to work.
Interactive activities- let the kids move around in the classroom and not just sitting at desk.
Materials for Curriculum
• Use a variety of vocabulary with flash (American Indian)
• ELL students can receive Special Education services because each student might respond to another teacher differently. Each student may require different modification or accommodations.
• Picture stories, reading books, science materials for hands on projects, schedules and planners
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accommodation: accommodations room
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Technology
• Technology allow students to learn visually and interactively Learning apps can be downloaded and use on devices such as iPads, Tablets, or Computers that will allow them to indulge in educational games and use as they become familiar with the language that they are learning. Educational videos allows students to learn in a setting of their choice.
Partnerships with Schools
• Having a healthy trusting relationship with a parent increases the likelihood of parents being more motivated to keep a positive relationship with teachers.
• Positive relationships between home and school allows consistency at school and at home for the child
If a parent respects the teacher, a student will exhibit the same respect and be more comfortable in the school environment (Shim 2013).
• ELL parents' may become frustrated about their struggle
to help their child learn. ELL parents' fear of repercussions for speaking up”
• It is common for parents to have different attitudes, work schedules, concerns and language barrier, in which teachers should be cognizant about (CAREAGA, 1988).
This Photo by Unknown author is licensed under CC BY-SA.
http://commons.wikimedia.org/wiki/File:Parents_and_kids_learn_together_(3677733159).j pg https://creativecommons.org/licenses/by-sa/3.0/
Resources for Families
• Resource Centers can provide helpful information, and support for parents that desire to be more involved with their children and their learning . There are also. Afterschool programs for children that can help with social and emotional skills (Online resources).
• The United States Department of Education supplies families with resources as well as articles and information to help supply their needs.
References: •
American Indian English Language Learners. (2014). Wisconsin Center for Education Research. Retrieved April 07, 2021
• Careaga, R., & National Clearinghouse for Bilingual Education, W. D. (1988). Parent Involvement: A Resource for the Education of Limited English Proficient Students. Program Information Guide Series, Number 8, Fall 1988.
• Chen-Gaddini, M. (2016, November). Long-term English learner students: Spotlight on an overlooked population [PDF]. Cook, G. (2017, March). Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustratio n of Models. Retrieved April 07, 2021, from https://www.wested.org/resources/including-recently- arrived-english-learners-in-state-accountab ility-
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Guido, M. (2017, September 14). 15 Culturally-Responsive Teaching Strategies and Examples Downloadable List. Retrieved April 07, 2021 from https://www.prodigygame.com/main-en/blog/culturally-responsive-teaching
• How to Support ELL Students with Interrupted Formal Education (SIFEs). (2020, February 05). Retrieved April 07, 2021 from https://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal- education-sifes Online resources for parental involvement. (2011, December 22). Retrieved April 2021, from https://www.greatschools.org/gk/ar ticles/online-resources- for-parent-involvement/
• Pape, B. (1999). Involving parents lets students and teachers win. Education Digest, 64(7), 47–51. Seals, N. (2017, November 2). 5 Struggles for ELL Students, and How We Can Help –Little Sponges®. Retrieved April 07, 2021 from https://www.little-sponges.com/index.php/2017/11/02/5-struggles-ell-students-can-help/
• Shim, J. M. (2013). Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions. Rural Educator, 34(3), 18–26. Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students. (2020, November 17). Retrieved April 07, 2021 from https://ccsso.org/resource-library/understanding-and-supporting-educational-needs- recently-arrived-imm igrant-english
