Ask preservice and inservice teachers to make a list of the most interesting activities that they did when they were in school. Students have different reactions to the classroom environment that are directly related to their levels of both comfort and skills in demonstrating expected school behaviors. Connecting Diversity, e-Learning, and Technology Student populations are diverse. Have preservice and inservice teachers create a curriculum that uses a variety of cross-cultural texts from popular culture to teach literacy lessons. Have books in English about different etnicitys, cultures, family structures and abilities. Multiculturalism and Multicultural Education, Chapter 12. Define the basics of business. Learn about your students cultural backgrounds and demonstrate appreciation of those cultures. English Education, 37 (2), 115-131. It is both a scholarly and brave piece of work, since Edwards does not hesitate to attack certain 'politically correct' approaches to the topic, where these can be shown to render no service to the groups referred to; he also attacks the use of inflated language, unproven statements along with the use of theories inappropriate to the subject (discourse analysis comes out particularly badly in this respect). However, some diversity is not so visible. Socially responsive and responsible teaching and learning requires an anthropologically and ethnographically informed teaching stance; teachers and teacher educators must be introduced to and routinely use the tools of practitioner/teacher research in order to ask difficult questions about their practice. survey section. Some of this diversity is obvious: More than ever, students come from different racial, ethnic, religious and linguistic backgrounds. In order to properly understand and promote cultural awareness, teachers need to understand all the different types of diversity they may encounter in their classrooms including: A persons skin color can have a great impact on their experience in society. Go into and document our own as well as different cultural communities. It allows them to empathize with people different from themselves since theyre more aware of the experiences someone of a different race or cultural group may face. English language arts teachers live a contradiction. Attend and participate in community meetings. San Francisco: Jossey-Bass. Rather, they bring with them rich and varied language and cultural experiences. (R. Nice, Trans). Raymond J., and Ginsberg, Margery B. Diversity and Motivation : Culturally Responsive Teaching . Discuss what students have learned about themselves and others? (2004). Holler if you hear me: The education of a teacher and his students. Korina Jocson, Taking It to the Mic: Pedagogy of June Jordans Poetry for the People and Partnership with an Urban High School. Have students make dialectical translations (e.g., writing a Shakespearean soliloquy in street language or a poem written in a marginalized dialect into a privileged dialect), then discuss what gets gained and lost through such translation. Written Communication, 21(3), 290-312. For decades, English language teaching (ELT) scholars and researchers have made endless calls to incorporate . But that's just good teaching! Linking literacy and popular culture: Finding connections for lifelong learning. All students need to be taught mainstream power codes/discourses and become critical users of language while also having their home and street codes honored. These changes present significant challenges for educators, requiring them to rethink their curricula and teaching strategies. Moll, L. C. & Gonzalez, N. (1994). Chicago: University of Chicago Press. What happens when pre- or inservice language arts programs for teachers attempt to lead teachers to understand the mythical and socially constructed nature of the socially- favored dialect contemporarily labeled Standard English?. You can quickly . Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey. Culturally responsive teaching: Theory, research, and practice. If you use them, provide in parentheses a description of what these are so oth-ers can learn to use the same language you do. culture. Ethnicity Students in the class will not have the same values and beliefs. New York: Routledge. Four Dimensions of Student Diversity. Do they agree/disagree with the ways the stories have been told? Harvard Educational Review, 58 (3), 280-298. March 2, 2023 // Marc. How do teachers develop and maintain a critical teaching stance? Conduct student/class interviews around language power issues. It's no secret that, in most American classrooms, students are expected to master standardized American English and the . Diversity can be observed in almost all schools all around the world. The process of modeling depends on carefully planned demonstrations, experiences, and activities. Encourage students to relate the benefit of a lesson to their own lives. A person's age, race, socioeconomic status, gender identity, gender expression, sexual orientation, disability, and nationality all comprise a person's social identity. Foreword by Suresh Canagarajah. Michie, G. (1999). At the same time, these experiences should lead students to build a deep awareness and understanding for the many forms of language, literacies and varying lifestyles that exist in their communities and in the world. Laurie, MacGillivray, Robert Rueda, and Anna Martiza Martinez, Listening to Inner-City Teachers of English Language Learners. Fisher, M.T. Educators also need to learn more about sociolinguistics both in teacher preparation programs and in ongoing professional development. Whose texts arent being read? Ladson-Billings, G. (1994). New York: Continuum. The goal of this teaching module is to highlight a few of the key challenges and concerns in promoting diversity, and illustrate ways to incorporate an understanding of diversity in the classroom and beyond. New York: Teachers College Press. Our identities are intersectional and overlapping, and many aspects of our identities change over time. Towards these ends, we recognize the importance of employing a critical lens when engaging preservice and inservice teachers, a lens that enables these teachers to understand and value a stance toward literacy teaching that also promotes critical consciousness, social justice, and equity. Appreciating Culture and Diversity as a Teacher. Ideology and curriculum. Cultural diversity in the classroom involves celebrating those differences and creating a culture of inclusion and acceptance among students and the greater school community. The silenced dialogue: Power and pedagogy in educating other peoples children. First, recognize your own expectations about nonverbal communication, and then find ways to learn about those of individuals and other cultures. Promoting diversity is a goal shared by many in American colleges and universities, but actually achieving this goal in the day-to-day classroom is often hard to do. Include bilingual books; make sure you have books in all of the languages that are spoken in your classroom. Wolfram, W. & Schilling-Estes, N. (2005). An estimated one in five school-age children in the United States speaks a language other than English in the home, and roughly half of these children are emerging bilingual students or English learners (ELs) when they enter school. Jocson, K.M. Evaluative Reactions to the Language of Disadvantage, Chapter 10. These lenses might involve designing methods for getting ongoing feedback from students and their families and responding to that feedback. Cultural diversity and young children. Step 2. Examine and critique popular culture as a voice for different cultural groups. . Help learners to see why teaching begins here. Cambridge, MA: Harvard University Press. Invite course participants to identify their own funds of knowledge and to reflect upon how they can negotiate the curriculum to reflect who they are and what they know. Children of various colors such as fair, dark, or tan will be present in the classroom. Second, interactions happen throughout the day in ways that bring children's interest and focus to language. Positive parent-teacher relationships can influence any students success, but they can be particularly important for students whose culture or dominant language differs from that of the majority of their classmates. "Speak in your First Language" (Attentive Listening) Activity (optional) Inspired by bell hooks' book chapter, I have designed a "speak in your first language" activity. What they dont learn in schools: Literacy in the lives of urban youth. All students need to be taught mainstream power codes and become critical users of language while also having their home and street codes honored. This includes opportunities to explore and experience the contexts in which students live and form their cultural identities. Use documentary films from PBS, etc., as a resource, designing carefully-phrased pre-post viewing questions and activities. Where are the points of tension in classrooms where educators open themselves to teaching in ways that support the cultural identities of their students? Teaching culturally diverse students entails the following additional steps: Educators can also benefit from the following tips for teaching linguistically diverse students: Efforts to better serve culturally and linguistically diverse student populations are not limited to the classroom. In cities, the average is close to 15 percent. Reading, writing, and rising up. For instance, access to a computer at home or reliable internet access is not a given for some children. We also believe that effective literacy teachers of diverse students envision their classrooms as sites of struggle and transformative action in the service of academic literacy development and social change. Language Diversity in the Classroom: From Intention to Practice. Ultimately, teacher candidates will need to engage in projects that allow them to study their lives as a way to recognize their limits and to complement the work they will do in crossing personal boundaries. Critical literacy in action. (1932/1990). Using multiple critical literacy lenses, examine the literacy curricula from several schools. Multicultural and multilingual literacy and language: Contexts and practices. Every student is unique. Identifying and thinking through notions of difference and how they affect the classroom allow both students and teachers to see the classroom as an inclusive place. Create dialectical and slang-based lexicons. Picture Information. Similar to sexual orientation, it is important to understand each students gender identity and how they would prefer to be recognized. Kozol, J. When contexts for learning resonate with purposeful and meaningful activities that touch learners emotional wellspring, deep learning occurs, making deficit views of teaching and learning unviable and untenable. His research interests are in language, identity and the many ramifications of their relationship. Diversity in the classroom is a real and positive issue. New York: Metropolitan Books. Observe your students closely, and value your real-life experience of diversity over the textbook version. Handbook of instructional practices for literacy teacher-educators. New York: Penguin. Fisher, M T. (2004). Teaching community: A pedagogy of hope. What does a critical education look like? Develop a relationship and work closely with an ESL teacher or interpreter. We see all classrooms as multicultural, and we work towards respecting, valuing, and celebrating our own and students unique strengths in creating equitable classroom communities. Challenging students to consider different perspectives can also teach them how to interact with their peers on a social level, and equip them with skills they'll use for the rest of their life. This activity is particularly powerful if the teacher writes via power point or on a transparency, or reads from a text the students can see. New York: Teachers College Press. Accomplish the projects above via audio and video tape interviewing; transcribing, studying, and compiling the stories of people from different cultures/places; collecting oral histories; all to be used as classroom resources. Accordingly, we will first briefly enumerate our eight principles and then follow with a more detailed discussion about and expansion of each principle, particularly in terms of what each means for literacy and literacy education classrooms. Bring diverse guest speakers into the classroom. Form/join a group of colleagues who periodically use inquiry protocols that facilitate looking closely at the work of students. Language provides a means for communication among and between individuals and groups. Lee, C.D. Culture is often thought of in terms of ethic or national groups, but we can also look at cultures, within or beyond ethic groups, in terms of race, gender, sexuality, abilities, or class. Smitherman, G. (1999). Be explicit with students about your own positions as political agents. Book. Step 3. Other peoples words: The cycle of low literacy. New York: Teachers College Press. Language diversity, or linguistic diversity, is a broad term used to describe the differences between different languages and the ways that people communicate with each other. Your purchase has been completed. This volume provides a comprehensive background on research on sociolinguistic and cultural variation in the classroom and the linguistic behavior of speakers of nonstandard dialects and foreign languages. This document is built upon our values and democratic sensibilities in addition to a generation of literacy research conducted via multiple methods on cultural and linguistic diversity inside and outside of schools. The real Ebonics debate: Power, language, and the education of African-American children. Social justice-oriented teachers and teacher educators play a significant role in seeking alternative ways to address various forms of official knowledge with their students, especially forms of official knowledge that marginalize certain groups while privileging others. (Ed.) Provide preservice teachers with the tools they need to conduct critical, teacher-action research. Design action research projects that incorporate socially responsive methods and material. John Edwards is a Professor of Psychology at St Francis Xavier University. US school districts are required to provide equal educational opportunities to language minority students, but meeting that standard has become more challenging as the number of students classified as an English language learner, or ELL, has grown. Teachers may themselves feel out of place based on their own ascriptive traits (i.e. In 2018, 47 percent of students and 79 percent of teachers in US public schools were white. In 2044, the U.S. Census predicts that over half of the nations population will be people of color, so this trend will likely continue. Bootstraps: From an American academic of color. Expect students to read and critique multiethnic and multicultural childrens and YA literature (e. g.. How might teachers and teacher educators design socially responsive and responsible classrooms in an era of high stakes testing? Teachers may make flawed assumptions of students capabilities or assume a uniform standard of student performance. Christensen, L. (2000). Students learning a new language commonly go through a period of several weeks or longer when they are taking in the new language but do not yet speak it. A students socioeconomic status can affect their ability to participate in the classroom without some type of accommodation. NCTE Process for Adopting Official Guidelines and Short Documents, http://www.knea.org/news/stories/2003/workteam.pdf. In addition, teachers need spaces to learn about the communities in which they will teach. Toward these ends, we have assembled a document that states our beliefs and recommendations for action. (2005). The selection of books in your classroom should be language and culturally diverse. Select course readings that promote learning about language, dialect, and power issues in society. Identify and go beyond various cultural group holidays. Is this English? Race, language, and culture in the classroom. Ethnicity relates to a persons culture and nationality. (1993). True Intersectionality refers to the way that various aspects of oppression come together and are unrelated. We recognize the uniqueness of all cultures, languages and communities. Schoenbach, R., Greenleaf, R., Cziko, C., & Hurvitz, R. (1999). Diversity in the classroom helps students develop social awareness which helps them appreciate different perspectives and draw stronger conclusions. Incorporate popular culture (e.g., music, film, video, gaming, etc) into the classroom curriculum. Morrell, E. (2004). Part of the curriculum for English educators will involve crossing personal boundaries in order to study, embrace and build understanding of other. The purpose of boundary crossing is not to simply have an experience with the other, but to use that experience to advocate for the advancement for all. Language diversity and mathematics education: new developments. These discussions may help learners not only develop language for how or if experiences support learning, but also will aid in identifying experiences that help learners examine whose English counts and in what contexts. Here are five research-based approaches that early childhood educators can use. Reading lives: Working-class children and literacy learning. Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Yet, according to contemporary research, native speakers know all of the rules of their native dialect (typically by the time they enter public schools at the age of five or six), and second language learners need not so much instruction, but immersion. Sample question: What does modeling in action look like? Children in Americas schools. Edward's voice is distinct and his conviction is clear throughout the book. (2005). Programs that promote a love for language learning have several characteristics in common. Have students write a border crossing essay about a time when they were the other.. Surface diversity and deep diversity are categories of personal attributesor differences in attributesthat people perceive to exist between people or groups of people. While there are discussions about whether we can or cannot teach others, the fact remains that English educators do just that every day. New York: Peter Lang Publishing. How does it vary and/or remain constant in different contexts? Using the tools of classroom-based research to develop more complex profiles of their students, teachers and teacher educators can use their growing knowledge of the lives and cultures of these students to design appropriate teaching methodologies and curriculum. A wide variety and range of high quality critical educational experiences should be centered in learning environments and educational curricula that affirm childrens language and rich cultural identities. Award decisions are typically provided within two weeks to help instructors implement ideas for the current semester. Learn more how the programs at the Drexel School of Education are helping to prepare more culturally-responsive educators today. Examining the growing need for diversity and exploring ways to modify behavior in the classroom constitute a critical step toward creating linguistically inclusive and culturally sensitive learning environments. Examine teacher and pupils attitudes toward popular culture as a context for teaching and learning before and after implementation of a popular culture curriculum. New York: Guilford Press. The Importance of Diversity & Multicultural Awareness in Education. Third, planned experiences introduce children to diverse languages. As teachers and teacher educators, we understand the increasing cultural and linguistic diversity of our society and that we enter our classrooms with our own social identities and cultural biases. Diversity is a term that can have many different meanings depending on context. William Labov and Anne Charity Hudley explored differences in language and achievement associated with language dialect (or vernacular). Developing a relationship with the parents of ELL students or any student who is outside the dominant cultural or ethnic group, or whose culture or ethnicity differs from that of the teacher, builds a sense of trust and acceptance among students and their families. New York: Free Press. Sample question: What is the nature of the lived experiences of new immigrants in public schools? Teachers and teacher educators must respect all learners and themselves as individuals with culturally defined identities. New York: Routledge. Teacher candidates will need to understand and acknowledge racial and socioeconomic inequities that exist and that schools perpetuate. Writing words, changing worlds. The logic of practice. Stanford, CA: Stanford University Press. Diversity in the Classroom - UCLA Equity, Diversity & Inclusion Digest of education statistics 2001 (No. Ethnographies of literacy in settings outside school. Types of Cultural Diversity in the Classroom Teaching diversity in the classroom is a key part in establishing an overall school or district policy of cultural diversity. Why Choose Drexel University School of Education? Curricula experiences should serve to empower students, develop their identities and voice, and encourage student agency to improve their life opportunities. Becoming critical researchers: Literacy and empowerment for urban youth. While the stereotypical demographic teacher population of the white, middle-class, female will often have to cross more distinct boundaries, other preservice teachers who are more linguistically, culturally, racially, and socioeconomically aligned with the growing diverse student population will have to engage in making the strange familiar, and making the familiar strange.. Have course participants conduct community ethnographies as class assignments. Freeman, D. & Freeman, Y. Ladson-Billings, G. (1995). Lives on the boundary: The struggles and achievements of Americas underprepared. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others. Fisher, M.T. Reading Research Quarterly, 30(4), 608-631. All too often, these experiences remain unrecognized or undervalued as dominant mainstream discourses suppress students cultural capital (Bourdieu, 1990). Linguistic diversity refers to the number of different languages spoken across cultures. Measures such as providing school signage in different languages, encouraging students to speak their first language at school, and displaying non-English books and materials creates an environment of acceptance and appreciation that benefits all students. However, it is not enough to just teach the mainstream power codes; teachers need to foster ongoing and critical examinations with their students of how particular codes came into power, why linguistic apartheid exists, and how even their own dialectical and slang patterns are often appropriated by the dominant culture. Schools can also play a role in supporting more training designed to mitigate implicit bias. Conduct a critical historical survey of one or more groups. Oxford, R. L. (1997). cultural diversity.
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