Culturally and Linguistically

Diverse Learners
Meghan Draudt
EDES 640
Final Presentation
Overview
Introduction
Bilingualism and Second Language Acquisition
Bilingual Education & Legislation
Bilingualism in the Classroom
Second Language Acquisition
CRP Parent & Community Engagement
CLD Teaching Models and Strategies
SIOP
WIDA
CRP
RTI
Effective Feedback
Conclusions
References
Bilingualism & Second
Language Acquisition
Bilingual Legislation, Bilingual Education, Second
Language Acquisition, Parent and Community
Involvement
Bilingual Education &
Legislation
In the past, bilingual education programs have faced
unwarranted condemnation for issues outside of the
schools control, including poverty and racism (Ovando,
2003, p.14).
With the increase in immigration, a corresponding increase
in quality bilingual programs is needed; however, legislation
often impedes the development of these programs.
Example: Proposition 227 restricted the ability of teachers to
provide instruction in a students first language.
Despite these set backs, legislation often supports bilingual
education, thus making it easier for teachers and schools to
support student learning.
Example: The Bilingual Education Act led to the creation of
programs that address the academic, linguistic, sociocultural,
and emotional needs of students from culturally and
linguistically diverse backgrounds (Ovando, 2003, p.8).
Bilingualism in the Classroom
All types of bilingual programs should pair language support with
elements of a strong culturally responsive pedagogy to ensure
students feel comfortable in the classroom and can succeed
academically.
Types of bilingual programs (Ovando, 2003, p.11):
Structured Immersion The students first language is not used, but
students receive ESL instruction.
Partial Immersion ESL instruction is paired with a small amount of
instructional time in the first language.
Transitional Instruction is provided in English and the students first
language before transitioning to a mainstream English classroom.
Maintenance/Developmental Instruction is provided in English and the first
language and this support continues after English proficiency is reached.
Two-Way - Speakers of both languages learn from one another and complete
work in both languages in the classroom.
Second Language Acquisition
There are four stages of language learning and, while students
may acquire language at different rates, the sequence of these
steps is typically consistent (Escamilla & Grassi, 2000, p.9).
1. Pre-Production Students can comprehend in the second
language.
2. Early Production Students repeat memorized words and
phrases.
3. Speech Emergence Students begin to form simple sentences.
4. Intermediate Fluency Students create individual sentences
and can participate in conversations.
In supporting second language acquisition, teachers should
consider prior knowledge, vocabulary, comprehensible input,
and the incorporation of technology into instruction.
A focus on these components, paired with educational models
such as a culturally responsive pedagogy or SIOP, helps students
excel in the classroom.
Strategies for Supporting Second
Language Acquisition
Teachers should first assess each students prior knowledge of
concepts and vocabulary before beginning instruction, particularly
difficult concepts like multiple meaning words (Robertson, n.d.).
Example: During a technology lesson, clarify the word mouse in the
context of a computer, using images to explain each meaning.
Teachers should pair spoken and written language with visuals and
pictures when teaching new concepts and vocabulary (Escamilla &
Grassi, 2000, p.2).
Example: When introducing the farm animal unit, pair each spoken
word with the written vocabulary word and a picture of the
corresponding animal.
Incorporating gestures, music, rhythm, acting, and hands-on
activities into lessons makes the material more engaging and
easier to understand (Escamilla & Grassi, 2000, p.2).
Example: Sing a song about coins to help students remember the
name and value of each coin.
CRP Parent & Community
Engagement
Teachers should strive to involve families in the classroom
because with frequent interactions among schools,
families, and communities, more students are more likely
to receive common messages from various people about
the importance of school, of working hard, of thinking
creatively, of helping one another, and of staying in school
(Wlodkowski & Ginsberg, 1995, p.8).
Consistency is critical for CLD students and it is the teachers
responsibility to maintain constant communication with
parents.
CRP parents encounter many barriers to the school
environment, including language, cultural, and
socioeconomic differences.
Teachers must remain flexible and be creative when coming
up with effective strategies to eliminate these barriers.
Strategies for Increasing
Engagement
Maintain a positive attitude toward the community and
create a school environment that is warm, caring, inviting,
and receptive to parents (Arias & Morillo-Campbell, 2008,
p.9).
Pay attention to the details that increase accessibility to the
school, such as interpreter availability, the scheduling of
school meetings, and forms written in the familys home
language (Arias & Morillo-Campbell, 2008, p.9).
Support and encourage personal contact and
communication with parents using a variety of approaches
(Arias & Morillo-Campbell, 2008, p.9).
Examples: Teacher home visits, bilingual newsletters, monthly
meetings at the local community center, multilingual telephone
homework line (Arias & Morillo-Campbell, 2008, p.9).
CLD Teaching Models &
Strategies
SIOP, WIDA, RTI, Culturally Responsive Pedagogy,
Feedback
SIOP
The SIOP model is made up of 30 features that are grouped into
eight key components.
Example: When reading Because of Winn Dixie, teachers can
incorporate the building background component into the lesson by
asking students to share personal experiences with dogs.
The SIOP model provides teachers with the flexibility needed to
build upon student strengths while using research-based
strategies in instruction, such as modeling.
SIOP encourages teachers to use a variety of techniques to
engage students, such as the use of visual aids, modeling,
demonstrations, graphic organizers, vocabulary previews,
adapted texts, cooperative learning, peer tutoring, and native
language support (Echevarria, Short, & Vogt, 2012, p.19).
Many of these techniques are consistent with the strategies for
supporting second language acquisition and, as a result, SIOP is an
excellent model for ELL and CLD classrooms.
WIDA
WIDA English Language Development Standards regard
language as an important communicative skill and assume
Students use language in functional and communicative
ways that vary according to context (WIDA, 2012, p.2).
WIDA consists of five components: Can Do Philosophy,
Guiding Principles of Language Development, Age-appropriate
Academic Language in Sociocultural Contexts, Performance
Definitions, Strands of Model Performance Indicators (WIDA,
2012, p.1).
Teachers can implement WIDA in the classroom by providing
students with an environment rich in language and
meaningful experiences, as well as recognizing the knowledge
students bring to the classroom.
Example: During read aloud, ask students to reflect on their own
experiences in relation to the book. Plan a meaningful follow up
activity to add context to the vocabulary from the book.
Culturally Responsive
Pedagogy
Culturally responsive pedagogy encourages teaching
practices that attend to the specific cultural characteristics
that make students different from one another and from
the teacher (Rychly & Graves, 2012, p.44).
In the classroom, cultural differences should be celebrated and
incorporated into the curriculum, assessment practices, and
conversations.
Teachers of a culturally responsive pedagogy should
possess a set of characteristics, including:
The ability to be caring and empathetic, thereby holding CLD
learners to the same standards as all students (Rychly &
Graves, 2012, p.45).
An interest in learning about other cultures.
The ability to reflect upon ones own attitudes and beliefs
about personal cultures and other cultures.
RTI
Response to Intervention is an effective way of
identifying students in need of additional support and
connecting these students with professionals and
resources.
RTI can work with the WIDA, SIOP, and CRP models to
recognize students who need additional intervention
outside or inside the classroom.
RTI is a collaborative process that depends on the input
from many people, such as ELL teachers, specialists,
parents, and classroom teachers (CDE, 2008, p.4).
Example: A classroom teacher may identify a student in
need of extra vocabulary support. This student may then
work with the speech-language pathologist and ELL
specialist to catch up to his or her peers.
Providing Feedback
Feedback is critical for all learners because The ability to
improve ones result depends on the ability to adjust ones pace
in light of ongoing feedback that measures performance against a
concrete, long-term goal (Wiggins, 2012, p.16).
The SIOP, WIDA, CLD, and bilingual models must incorporate
feedback because CLD students cant improve academically without
clear goals and specific feedback.
There are three levels of feedback that teachers can use in the
classroom task, process, and self-regulation (Hattie, 2012, p.21).
Example: A teacher can give task feedback by telling a student if he
or she completed a math problem correctly.
Wiggins (2012) identified seven strategies for offering valuable
feedback, including goal-referenced, tangible and transparent,
actionable, user-friendly, timely, ongoing, consistent (p.13).
Example: A teacher can give timely feedback by meeting with a
student to discuss an essay the day after it is submitted.
Conclusion
Many factors contribute to the diversity of CLD
students, such as exposure to English, literacy, amount
of schooling, mobility, poverty level, and exposure to
stressors (Echevarria, Short, & Vogt, 2012, p.5).
All CLD students must be treated as individuals
regardless of similarities in language due to the presence
of these additional factors.
Research-based strategies and models, such as RTI
and SIOP, provide teachers with effective methods of
supporting culturally and linguistically diverse learners
in the classroom.
A combination of models and strategies should be used
to best support each individual learner.
References
Arias, B.M. and Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in
contested times. Education Policy Research Unit, & Education and the Public Interest Center.
Retrieved from http://epsl.asu.epru/documents/EPSL-0801-250-EPRU.pdf
CDE. (2008). Response to intervention (RtI): A practitioners guide to implementation. Pp. 1-16.
Retrieved from: http://www.cde.state.co/us/sites/default/files/documents/rti/downloads/pdf/rtiguide.pdf
Echevarria, J., Short, D.J., & Vogt, M.E. (2012). Introducing the SIOP model. In making content
comprehensible for English learners: The SIOP model, (4th ed.), (Chapter 1). Pearson.
Escamilla, K., & Grassi, E. (2000). A Brief Description of Second Language Acquisition. Retrieved from
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Hattie, J. (2012). Know thy impact. Educational Leadership. 70(1), 18-23.
Ovando, C. (2003) Bilingual Education in the United States: Historical Development and Current Issues,
Bilingual Research Journal, 27:1, 1-24, DOI: 10.1080/15235882.2003.10162589
Robertson, K. (n.d.). Preparing ELLs to be 21 st-Century Learners. Retrieved from
http://www.colorincolorado.org/article/preparing-ells-be-21st-century-learners
Rychly, L., & Graves, E. (2012). Teacher Characteristics for Culturally Responsive Pedagogy
Multicultural Perspectives, 14(1), 44-49. National Association for Multicultural Education
WIDA, (2012). Amplification of English Language Development Standards, Section 1, pp.3-14.
Retrieved from http://www.wida.us/standards/eld.aspx
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership. 70(1), 10-16.
Wlodkowski, R., & Ginsberg, M. (1995). A framework for culturally responsive teaching. Retrieved April
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