Cultural Diversity Presentation
Alyssa Garcia
ELL240 Linguistically & Culturally Diverse Learners
Instructor Amy Breitenbucher
July 6, 2014
In Chapter 11 and 12 of our text illustrates the need for schools and teachers to connect with families and English Language Learners. “The Southwest Educational Development Laboratory found compelling, research-based evidence that when schools and families work together, student achievement spikes, particularly in low-performing schools’’(Syrja 81). This presentation is based on what I would like parents to know when partnering with me as a teacher. I will design three activities parents can do to help me in educating their child. The point of these activities is to help me know more about
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Maybe even go over flash cards together at home. For example, cards that are of objects like television, car, door, chair, table, kitchen, house, dog, pillow, or blanket. Simple words that can not only help the English language learner, but maybe even the parents as well. Of course I would add pictures on the opposite side, so they know exactly what it is. In this activity, the purpose is for the parent to interact with their child and help them memorize words and know what they have trouble with. Not only are these activities fun for the child, they can be fun for the family as well. It is also a way of having the parent teach their child and help support their learning at home. During school, I remember doing the culture poster board at school and I loved it. I may not have been an English Language Learner, but seeing the expression on the ones that had different ways of life like reading, writing, what they eat, their language, their religion. It was amazing the things I learned. I would want the same for the children I teach.
Resources http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/culturally-responsive.html Syrja, Rachel C. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. VitalBook file.
Siegler, R. S., & Alibali, M.W. (2005). Children’s Thinking (4th ed.). Englewood
When an Individuals is invested in the well-being and success of a school and the students who are attending the school, they are considered a key stakeholder. Parents and family expect their child to receive a challenging and successful education. They want the education system to benefit their child's academic needs. As a future teacher, It will be my job to create a strong and positive communication with the student's parents and family. Our positive relationship will allow me to encourage them to integrate an at home learning environment. It will encourage them to speak to me about any issues. Allowing me to address them and help provides a fun and engaging learning environment inside and outside of school. Creating this bond will affect
Family involvement plays a major role when helping students prosper in the school setting. In order for children to be successful, as a teacher, we have to provide support to the parent’s to make an effort in wanting to play apart in that success. Communication plays a major part in the effective relationship between families and school. Giving the parents a sense of idea as to how their child is doing in school is built through the student’s academic needs.
Many schools want to incorporate a powerful and positive parent involvement community, yet face a challenge in how to implement effective strategies to involve parents in helping students reach academic achievement. I believe parents want the very best for their child, even if they do not know how to go about helping their child reach success. Students come to school with countless attributes that I may or may not acknowledge, yet parents know the many accolades about their child that I must embrace. As I build a partnership with families, we become a partnership in their child’s education. We begin to collaborate to ensure the student maximizes
for this lesson in their native language that they can use in class and take home to review with
Parental involvement is essential for the school’s effectiveness. We see ourselves as partners of the family, reinforcing parents' efforts to guide the intellectual, emotional and spiritual development of their children. We offer seminars and classes for personal enrichment of parents as they strive to become even more the kind of person they want their children to
The life experience during the kid’s time is one of most important time in the life. I have learned this by the hard way. When people looking for how should their kids to learn, I think people should pay more attention to what are their kids learning. Times are changing, the old thought of teaching might not fit in today anymore. I am always hoping one day today’s student could teach kids, because today’s student knows more about what kids like, what should kids know at this time of the day. SEU’s CCU class’s Cultural Engagement Assignment have given me a chance to see my childhood dream in life. I have decided to go one of the activity on Saturday. I have gone three times, first time I want is because I have to; the second time I want is because I like it and I want to do something I can to help the kids, also I want to know about the kids grow up in the family that not so good. Before I want the activity, my understanding of “Cultural Engagement,” is the connection between the people and the cultural, but after I want the activity, my understanding of “Cultural Engagement” has changed, it became what kind of culture for the kids have been growing up have affected to their dream and behavior. I will never forget a point that so many pastors have mentioned - Christians should never need to tell others that they are Christian but people should able to tell that we are Christian. As being Christian, we need to show the love to others and share the God’s words and
Furthermore, Vonderlack-Navarro suggest another beneficial way to support English language learners is to involve parents in the students’ education. Because of the language barriers, education levels, and culture, this goal will not be a stress-free assignment; however, once the parents have “buy-in” and trust the school systems, the goal would be accomplished (Stover,
Miss Kane’s first grade class at Lutie Lewis Coates Elementary School (also known as Coates Elementary) has twenty students and seventeen of them are considered English Language Learners (ELL) (E. Kane, Personal Communication, October 4, 2016). This is very frustrating for both Miss. Kane and her students because it is very difficult to communicate with many of her ELLs. Out of Miss Kane’s twenty students eight students are Hispanic, five Indian, five Black, and three White. Miss Kane’s class is very diverse and this allows students to feel more accepted because not all students are similar. Coates Elementary as a whole is very diverse: Asian 28.86%, Black 18.26%, Hispanic 37.32%, and White 12.08% (Fairfax County Public Schools, 2015). Miss Kane’s classroom reflects similar diversity as Coates Elementary does. Both Miss. Kane and the Coates staff really show their appreciation for diversity and attempt to treat all children equally giving all students equal opportunity. Coates Elementary is a Title I school; about fifty percent of students receive free and reduced lunch (Fairfax County Public Schools, 2015). This school was placed in the center of poverty and many of these students who participate in the free and reduced lunch program are English Language Learners.
Jose Rodriguez is the Director of Parent and Community Engagement at UnidosUS, and oversees UnidosUS’s Padres Comprometidos parent engagement program that is implemented across twenty-four states. The goal of Padres Comprometidos is to ensure that the Latino families can navigate the US public school system to support their children's academic success. With over thirty years of experience as a K -12 teacher, coordinator, and consultant, Jose has assisted school districts in the areas of English language acquisition and parent engagement. A fifth generation American, Jose grew up in a rural community in South Texas, where the home language and culture were nurtured and maintained. Upon entering school Jose was immersed in an English only environment
The ELL Family/Teacher Collaboration Project gave me the opportunity to provide the families of ELL students with a comprehensive list of community agencies to promote child development and learning. The list included community members and agencies including direct contact for JCPS ELL program, First Steps and the Japan Center at Indiana University
Understanding the importance of a family-school partnership is essential in order for school districts and families with children to grow and strive. If an imbalance occurs within any of the various parts that play a key role, difficulties will rise to the surface. Several of these roles include: communication, decision making, volunteering, and learning and parenting at home. All of these factors must work together in order to create a successful school environment in which children are able to learn and strive. When a school is successful in fulfilling each of these roles, there are several benefits. These benefits include: better positive attitudes toward school, higher achievements, better attendance, higher graduation rates, an increase in enrollment rates in post-secondary education, and overall better schools to attend (University of West Virginia).
Exposing children to different languages and dialects and encourage appreciation of linguistic diversity. Educators can encourage children share with the group how they say hello at home or is there are special words or names they use at home – different names for grandparents.
Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.
Watching videos in English. As observed, they are keen on this activity. At the end of every class they were shown a video about the vocabulary presented in the lesson. Videos often include songs, personally I think it is a good combination between visual and audio materials.
Presentation on Social and Cultural Environment Presented by: Shera Gopaulsingh School of Business and Computer Sciences Date: March 21st, 2015 Social Environment Social environment of business means all the factors which affects business socially. Every business works in a society, so societies’ different factors like family, educational institutions and religion affects business. It includes the culture that the individual was educated or lives in, and the people with whom they interact.