Benefits of Culturally and Linguistically Diverse Classrooms By Jacqueline Clary Walden University Instructor: Jeri Corey READ 6718 Culturally and Linguistically Diverse Classrooms January 31, 2016

Cultural and Linguistic Diversity What is its impact? Recent statistics show that 10 percent of students currently enrolled in public schools are English Language Learners (ELL) and this number is expected to increase up to 25 percent by the year 2025 (TESOL, 2013).

What does that look like on the classroom level? Meet Student 1 Age: 5 years old Grade: Pre-K Gender: Male Home Language: Spanish Socioeconomic Status: Working Poor

Student 1’s Academic Challenges in Literacy Low listening and reading comprehension Unable to identify rhyming words Unable to identify letter sounds Difficulty recognizing letters and sight words Unable to clearly describe his writing

Funds of Knowledge Funds of knowledge refers to “repositories of valuable resources that can be strategically tapped in validating home and local community knowledge, engaging learners with knowledge that is familiar to them, and as a foundation for more sophisticated content-based learning” (McLaughlin & Barton, 2013, p. 16).

Despite his academic challenges, Student 1 reflects the following funds of knowledge.

Linguistic Bilingual Student 1 speaks English and Spanish Efforts can be made to include literature and classroom signage in both languages to increase his literacy and expose the other students in the room to languages other than their own. Parents can also be enlisted to continue literacy development in the home language since studies show that development in the native language positively affects development in a second language (August, Shanahan, & Escamilla, 2009).

Cultural First Generation Mexican-American He has had rich exposure to meaningful cultural food and traditions. He can either share these traditions with his peers and teachers or they can be incorporated into the curriculum This will increase his engagement in instruction (McLaughlin & Barton, 2013)

Family He belongs to a family of eight and lives in the same community as extended family. Because of his home life, he prefers to work with his peers rather than individually. This should be considered when planning learning activities.

Experiences Despite his family’s socioeconomic status, he has been able to visit and see many of the landmarks within the city. Encouraging him to share those experiences through drawing, writing, or photographs can increase his engagement.

Practical He enjoys and works well with his hands. Activities that require him to creatively build structures or solve problems will take advantage of this strength.

Strengths and Challenges of the CCSS Stipulates guiding standards for teaching students to become proficient in reading, language, writing and speaking Adequately prepares students to meet literacy expectations needed after high school Challenges Appropriately scaffolding to increase English Language Learners’ (ELL) achievement Forms of assessment

Through purposeful research, cultural modeling, and appropriate assessments, Student 1 can and will succeed as an ELL student (Risko, & Walker-Dalhouse, 2007).

References August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second language learners: Report of the National Literacy Panel on language-minority children and youth. Journal of Literacy Research, 41(4), 432–452. Common Core Standards Initiative. (n.d.). Application of Common Core State Standards for English Language Learners. Retrieved from http://www.corestandards.org/assets/application-for-english-learners.pdf McLaughlin, D. S., & Barton, A. C. (2013). Preservice teachers’ uptake and understanding of funds of knowledge in elementary science. Journal Of Science Teacher Education, 24(1), 13-36. Risko, V. J., & Walker-Dalhouse, D. (2007). Tapping students' cultural funds of knowledge to address the achievement gap. Reading Teacher, 61(1), 98–100 TESOL. (2013). Overview of the common core state standards initiatives for ELLs. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201640_02/MS_EDUC/ READ_6718/readings/USW1_READ_6718_Unit01_Tesol.pdf