1. Benefits of Culturally and Linguistically Diverse Classrooms Student Profile

2. Student Background Information O Female O Third Grade O Eight Years Old O First year of formal schooling O Speaks English at home O Previously lived in Nigeria O First year in the United States of America

3. Funds of Knowledge Educators must use students’ background and experiences to help enhance their learning in the classroom. Identify unique experiences of diverse families and link them with instruction. Overall goal of achievement of all students (Amaro-Jimenez & Semingson, 2011)

4. Linguistic O Though this student first spoke English there are still language barriers because of her accent and differences in the English language from place to place O This is an area of frustration for the child because often students do not know what she means in conversation. O Presents a challenge in the understanding of books and writing topics O Use drawing to understand student interests and experiences O Teachers can bring in books and writing activities based on student experiences leading to more success in the classroom because information is relevant to the student

5. Cultural O Student 1 had very little school experience because only the wealthiest children in her region went to school. Not only are there language barriers but major life adjustments. O Using Culturally Responsive Teaching can help tap into students Funds of Knowledge O Relate content to the cultural backgrounds of students by finding out information about students’ experiences O Research visitations O Surveys O Making parents aware of how this information can help in the classroom (Amaro-Jimenez & Semingson, 2011)

6. Family O Understanding information about families will help teachers better understand students. O Knowing particular things about certain family cultures can help the teacher make connections in teaching to student experiences (Amaro-Jimenez & Semingson, 2011). O Understanding student 1’s family make up, occupations of her mother and father, what the family did in Nigeria, importance to the family of school and other information can make activities for the student relevant. O An example of this is a sixth grade teacher who used what students ate at home for a lesson on nutrition (Amaro-Jimenez & Semingson, 2011).

7. Making Connections Some programs that might benefit this student and other students in the classroom include 1. Global read aloud –program which chooses one read aloud a month to use with students to make as many global connections as possible. 2. Epals – website for collaboration on projects with students across the globe (Inclusive schools network, n.d.)

8. Practical While this student may not have had a lot of school experience she has had other life experiences. She can be encouraged to share with students what her life was like, and use these experiences to enrich her school life.

9. Literacy Expectations StrengthsChallenges O Once this student realizes how her experiences can help her, she can draw upon these experiences for very interesting things to write about. O Being in a classroom will allow her communication and language skills to develop. O Differences in academic and social language. O More demand for analysis and comparison O Need a variety of settings and instruction (Maxwell, 2013)

10. References Amaro-Jimenez, C., & Semingson, P. (2011). Tapping into the Funds of Knowledge of Culturally and Linguistically Diverse Students and Families. NABE News, 5-8. Inclusive Schools Network. (n.d.). Retrieved September 1, 2015, from http://inclusiveschools.org/culturally-responsive- instruction/ http://inclusiveschools.org/culturally-responsive- instruction/ Maxwell, L. (2013, October 1). Common Core Ratchets Up Language Demands for English-Learners. Retrieved September 1, 2015.