Classroom Scenario : Linguistically And Culturally Diverse Learners

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

The four effective practices are interdependent to one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning along with listening to the teacher can help with learning,

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

With nearly 30 million immigrants crossing our borders in the last three decades, the United States education system has seen a dramatic increase in the number of English Language Learners (ELLs) entering the classroom (Migration Policy Institute website, n.d.). With this influx of non-native English speakers has come the need to find the best ways possible to meet them where they are academically and teach them accordingly. However, after years of research, education gurus are still divided on how to best meet the needs of ELLs. While there is no clear-cut approach, there are several strategies and programs that schools can implement in order to help immigrant learners and their families be successful in our school system.

This practice allows teachers the opportunity to gauge how much practice ELL students actually receive with speaking English in “real life”. Teachers who have participated in Shadowing programs have noted an oral deficiency in ELLs’, but have also noted that ELLs sit silently through their classes, not interacting with other students or with their teachers. Soto, an associate professor of education at Whittier College in California indicates that English-language learners spend less than 2 percent of the school day improving their academic oral language, even though it’s a critical foundation of literacy (Soto, 2014). As indicated, based on the results of this pilot program, participating teachers will plan together, how to provide more opportunities for “academic talk”, to include ELL students, during classroom activities. School administrators will also tailor, teacher development training programs to instruct teachers on how to be more inclusive of all of their students during classroom discussions and to be sensitive as to whether ELL students would benefit most by practicing the language relating to particular content areas or whether the focus should be placed more on conversational English skills (Heitin, Liana 2011). Additionally, teachers will be instructed to ensure that needed practice occurs in settings which will best facilitate ELL learner’s individual needs (e.g., some ELLs may learn better in small group discussions and others may

There are so many diverse student groups in the United States. Two that are really of interest to me are English language learners (ELL), and students in foster care. Though they have many similarities, they are also vastly different.

The language and cultural barrier between Mrs. Stewart and Anna would be a difficult obstacle but one that could be overcome with modifications and adaptations. Although Mrs. Stewart has many years of experience, this would be her first time having ELL student. This will require for her to learn about Anna’s diverse background, her culture and linguistic experiences, since research has proven that“just good teaching” is not enough.

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually

Culturally responsive classrooms are important in our schools because we are a culturally diverse society. There is a relationship between culturally responsive classrooms, inclusive education, and specialized instruction. When teachers provide a culturally responsive classroom, this in turn creates an inclusive environment for students of all cultures. Additionally, being culturally sensitive, responsive, and inclusive within the classroom will help teachers provide specialized instruction for culturally diverse students. Culture plays a large role in a student’s behavior and academic performance (Lerner & Johns, 2015). Ignoring one’s culture, and essentially their identity, could cause problems with students who are from a different culture

Ladson-Billings (1994) describes the culturally responsive classroom as “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” I’m in total agreement with their definition because I’ve personally witnessed the power of embedding relatable aspects of students’ daily lives into the curriculum. Four years ago, I moved from Memphis, TN to the Bronx, New York for the sole purpose of diversifying my teaching career and expanding my repertoire as an educator. I had very knowledge about the community of students I served. As a matter of fact, I had never seen a Dominican, Haitian, or Puerto Rican in my whole life. I had a complete culture

The four effective practices are interdependent of one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning, or using sentence frames that will allow English Learners to be able to participate in oral

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

As we know, the traditional English Language Teaching (ELT) often comes in many varieties, but is often characterized by the teacher spending quite a lot of class time using the board to explain things-as if ‘transmitting’ knowledge to the class(Scrivener, 2011, p14). The teacher’s role according to Scrivener has been put forward into three categories.