Benefits of Culturally and Linguistically Diverse Classrooms

Age Student is 5 years old Student is 5 years old Arrived in the United States in October 2015 Arrived in the United States in October 2015 Student’s birth country is Saudi Arabia Student’s birth country is Saudi Arabia Student does not speak any English Student does not speak any English Student has a hard time separating Student has a hard time separating from parents. from parents.

Grade Student is in prekindergarten Student is in prekindergarten Student seems very shy and cries a great deal when his parents leave the classroom. Student seems very shy and cries a great deal when his parents leave the classroom. Student’s teachers do not speak Arabic Student’s teachers do not speak Arabic Parents have limited English Parents have limited English Other prekindergarten students invite student to participate in classroom activities. Other prekindergarten students invite student to participate in classroom activities.

Gender Student is a male child Student is a male child Image credit: Google images 2016Image credit: Google images 2016

Home Language Student’s home language is Arabic Student’s home language is Arabic اللغة منزل الطالب هي اللغة العربية اللغة منزل الطالب هي اللغة العربية The script above is an example of student’s home language – it reads “student’s home language is Arabic” The script above is an example of student’s home language – it reads “student’s home language is Arabic” Arabic is read from right to left as opposed to English which is read left to right Arabic is read from right to left as opposed to English which is read left to right Translation provided by Google Translate Translation provided by Google Translate

Socioeconomic Status Student’s father is a Captain in the Royal Saudi Navy Student’s father is a Captain in the Royal Saudi Navy

Academic Challenges Student does not speak English Student does not speak English Student does not understand Student does not understand Verbal directions Verbal directions Student appears to be at stage 1 of second language acquisition: Silent or Preproduction stage (student is silent much of the time, learning language receptively without necessarily expressing himself orally. Student appears to be at stage 1 of second language acquisition: Silent or Preproduction stage (student is silent much of the time, learning language receptively without necessarily expressing himself orally. Student does not actively participate in verbal activities Student does not actively participate in verbal activities

Funds of Knowledge  Linguistic: Family can share the Arabic language by coming into student’s class and reading traditional Arabic story  Cultural: Family can share Arabic customs, traditions and celebrations  Family: Family can share pictures of other family members or relations back in their homeland  Experiences: Families can share the places student has visited.  Practical: Family members can help translate some basic words into Arabic so that teachers can help student feel comfortable in the classroom

Strengths and Challenges related to literacy expectations Strengths for ELL Student Strengths for ELL Student Student is attending a prekindergarten educational setting Student is attending a prekindergarten educational setting Student is immersed in an English Language environment Student is immersed in an English Language environment Student has the support of family and teachers Student has the support of family and teachers Teachers are aware of student’s stage of second language acquisition and are making accommadations Teachers are aware of student’s stage of second language acquisition and are making accommadations Student shows enthusiasm when teachers use visual cues for communication such as photos, pictures and drawings. Student shows enthusiasm when teachers use visual cues for communication such as photos, pictures and drawings.

Strengths and Challenges related to literacy expectations Challenges for ELL Student Challenges for ELL Student The Florida standards for prekindgarten students in the areas of: The Florida standards for prekindgarten students in the areas of: LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY require that four year old students should be able to do the following at the end of their prekindergarten year. LANGUAGE, COMMUNICATION, AND EMERGENT LITERACY require that four year old students should be able to do the following at the end of their prekindergarten year. 1.“Benchmark a: Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic, and reacting appropriately to what is said”

Strengths and Challenges related to literacy expectations Challenges for ELL Student Challenges for ELL Student The Florida standards for prekindgarten students in the areas of: The Florida standards for prekindgarten students in the areas of: 1.“Listening and Understanding” 2.“Child achieves mastery of two-step directions and usually follows three-step directions, with teacher support and multiple experiences over time”

Overcoming Challenges Halladay, J.L. & Moses, L. (2013) state that Teachers assess students’ levels of reading ability and match them with texts at a corresponding level of readability, with readability often determined using a quantitative measure” Halladay, J.L. & Moses, L. (2013) state that Teachers assess students’ levels of reading ability and match them with texts at a corresponding level of readability, with readability often determined using a quantitative measure”

Overcoming Challenges Halladay, J.L. & Moses, L. (2013) also state that modified assessments allow ELLs to demonstrate their content knowledge Halladay, J.L. & Moses, L. (2013) also state that modified assessments allow ELLs to demonstrate their content knowledge Allowing additional time for ELLs to complete tasks and assessments” Allowing additional time for ELLs to complete tasks and assessments” And Informational text features can provide scaffolds for English learners to highlight important vocabulary And Informational text features can provide scaffolds for English learners to highlight important vocabulary

Instructional Strategies to help ELLs overcome Challenges and The Florida Standards for four-year- olds Use alternative strategies when communicating with children who are non-verbal, have language delays, or are English language learners. Use assistive technology so that children can interact with literacy materials Use a favorite toy, activity, or person to encourage communication and/or participation. Use peers to provide specific language models.

References Mazur, A. & Rice-Doran, P. (2010). Teaching Diverse Learners principles for best practices. Thousand Oaks, CA: Corwin. Mazur, A. & Rice-Doran, P. (2010). Teaching Diverse Learners principles for best practices. Thousand Oaks, CA: Corwin. Florida Department of Education.(2011). Florida Early Learning and Developmental Standards for Four-Year- Olds (2011). Retrieved from ds/files/Providers/VPK%20Curriculum/fieldsfyo.pdf Florida Department of Education.(2011). Florida Early Learning and Developmental Standards for Four-Year- Olds (2011). Retrieved from ds/files/Providers/VPK%20Curriculum/fieldsfyo.pdf ds/files/Providers/VPK%20Curriculum/fieldsfyo.pdf ds/files/Providers/VPK%20Curriculum/fieldsfyo.pdf Halladay, J.L. & Moses, L., (2013). Using the Common core standards to meet the needs of diverse learners: Challenges and Opportunities. The NERA Journal 49(1) Halladay, J.L. & Moses, L., (2013). Using the Common core standards to meet the needs of diverse learners: Challenges and Opportunities. The NERA Journal 49(1)