ESL script

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School

Grand Canyon University *

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Course

446N

Subject

English

Date

Feb 20, 2024

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docx

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2

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Luis Angel Garza 7-7-2023 ESL-446 Professor Eatherly ESL-446 Script Welcome to today's video on the asset-based approach to working with English Language Learners, or ELLs. In recent years, there has been a shift away from the deficit-based model that once dominated how many viewed second language learners. Instead, educators are recognizing the cultural and linguistic resources that ELLs possess. The asset-based approach contrasts with the deficit-based model by focusing on viewing cultural and linguistic differences as assets, rather than deficits. By embracing this approach, schools and educators can help close the inequity gap faced by our diverse student population. To effectively implement the asset-based approach, it is crucial to understand the cultural influences, cultural competence, and social-emotional needs of ELLs in teaching and learning. Research from Thomas and Collier (2018) highlights the importance of acknowledging and valuing the diverse cultural backgrounds of our students. Additionally, García and Wei (2014) emphasize the role of cultural competence in supporting ELLs' academic success and well-being. Another essential aspect of the asset-based approach is to employ intentional strategies for family and community engagement. These strategies should support and highlight the assets of home language, communication, family involvement, and culture. By building strong family, community, and school partnerships, we create an inclusive environment where everyone's contributions are valued. Studies by Moll, Amanti, Neff, and González (2018) and Harry, Allen, and McLaughlin (2015) emphasize the positive impact of such engagement on student outcomes. Creating an inclusive school and classroom environment is key to the asset-based approach. Educators must take into consideration factors such as language acquisition, family and community practices, and the role of culture in student learning. This approach ensures that every student feels welcomed, respected, and supported in their educational journey. Research by Cummins (2014) highlights the importance of valuing students' linguistic and cultural backgrounds in creating inclusive learning environments. Additionally, Ladson-Billings (1995) emphasizes the significance of culturally relevant pedagogy in meeting the needs of diverse learners. Lastly, we must recognize the significant role that family and community practices play in influencing language learning. When educators collaborate with families and communities, they gain a deeper understanding of the students' linguistic and cultural backgrounds. García and Kleifgen (2010) emphasize the importance of leveraging these practices to foster language development and academic success. Additionally, Collier (1995) highlights the positive impact of family and community involvement on ELLs' language acquisition. By implementing the asset-based approach, we can unlock the full potential of our English Language Learners. Let's work together to celebrate and embrace their cultural and linguistic resources, creating a truly inclusive and equitable learning environment.
Luis Angel Garza 7-7-2023 ESL-446 Professor Eatherly Sources used: Thomas, W. P., & Collier, V. P. (2018). Dual Language Education for a Transformed World. Multilingual Matters. García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan. Moll, L. C., Amanti, C., Neff, D., & González, N. (2018). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge. Harry, B., Allen, M., & McLaughlin, J. (2015). Collaborative Home-School Interventions: Evidence- Based Solutions for Emotional, Behavioral, and Academic Problems. Springer. Cummins, J. (2014). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. TESOL Quarterly, 48(3), 476-500. Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465-491. García, O., & Kleifgen, J. (2010). Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. Teachers College Press. Collier, V. P. (1995). Acquiring a Second Language for School. Directions in Language and Education, 1(4), 1-8. Video link : https://youtu.be/G7MRn8NnTy8
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