Preparation and Assessment of Individuals to Work with Culturally and Linguistically Diverse Others

2014 ◽  
pp. 237-252
Author(s):  
Lorraine S. Gilpin
Keyword(s):  
Narrative Analysis ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Scholarship Of Teaching ◽  
Foundations Of Education ◽  
Program Of Study ◽  
Multiple Levels ◽  
Interactions With Peers

Education, in any setting, must prepare individuals to sensitively relate to and productively collaborate with Culturally and Linguistically Diverse Individuals (CLDI) on multiple levels in various contexts. Undergirded in the Scholarship of Teaching and Learning (SoTL) and constructivism, the study upon which the chapter is based, uses narrative analysis to determine resonant concepts: level appropriate key understandings derived by learners as a result of interactions (with peers and instructor, course activities and materials) within a course or program of study. Learners must unravel information, make sense of interactions, engage in critical reflection, and come to understandings upon which they act as citizens. Thus, learning takes place in the context of critical reflection and self and societal confrontations. Analysis of a capstone assignment in a course that prepares pre-service and in-service teachers to work with CLDI evidenced four clusters of resonant concepts relating to foundations of education, awareness, response, and advocacy.

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

Creating Space for Dynamic Language Use

2020 ◽  
pp. 596-614
Author(s):  
Georgios Neokleous ◽  
Koeun Park ◽  
Anna Krulatz
Keyword(s):  
Teaching And Learning ◽  
Language Use ◽  
Learning Experience ◽  
Linguistically Diverse ◽  
Target Language ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
Emergent Bilinguals ◽  
Education Policies ◽  
Dynamic Language

With English as an Additional Language (EAL) classrooms increasingly becoming culturally and linguistically diverse, the use of the students' home language(s) (HLs) can equip emergent bilinguals/multilinguals with the essential accoutrements that optimize their learning experience. To meet the realities and demands of contemporary classrooms, current research encourages teachers to make use of the students' entire linguistic repertoires and create space for a fluid and dynamic oscillation between the HL(s) and the target language (TL), which has been labelled as translanguaging pedagogy. Despite the constraints imposed by today's education policies, translanguaging is believed to have the potential to enhance the teaching of these students. Through the description of activities, this chapter discusses how taking up translanguaging theory can contribute towards fostering meaningful and affirming ways of teaching and learning EAL literacy.

scholarly journals Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class

2018 ◽  
Vol 20 (2) ◽  
pp. 58
Author(s):  
Amber N. Warren
Keyword(s):  
Teacher Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Online Discussions ◽  
Experienced Teachers ◽  
Culturally And Linguistically Diverse ◽  
Teaching English ◽  
Linguistically Diverse Students ◽  
Education Class

This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.

scholarly journals Two educators reflect on their immigration experience through creative writing

2021 ◽  
Vol 1 (1) ◽  
pp. 17-28
Author(s):  
Jasna Schwind ◽  
Oi Ling Helen Kwok
Keyword(s):  
Creative Writing ◽  
Life Events ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Place Of Birth ◽  
Scholarship Of Teaching ◽  
Stage Of Development ◽  
Self Study ◽  
Significant Life

Following Dewey’s philosophy of experience that all our life events inform how we evolve, both personally and professionally, two educators reflect on their immigration experiences. Being uprooted from one’s place of birth to another, at an oftentimes turbulent stage of development, young people face challenges in finding their sense of belonging. We engage in creative writing to reflect on our respective experiences of immigration to Canada to support our scholarship of teaching and learning. Using Dewey’s three criteria of experience: continuity, relationship, and situation, and Connelly and Clandinin’s Narrative inquiry self-study framework, we delve deeper into understanding how the transplantation from one continent to another continues to impact who we are today as persons and professionals. This critical reflection is of further value to us as educators, because we also want to gain a greater appreciation for our students’ experiences, most of whom have lived the stories of immigration. In this way, we hope to more effectively support and encourage our students, not only to survive, but to thrive in their new landscape. We trust our work will, likewise, be of service to educators worldwide who want to engage in their own inquiry of personally significant life events, and thus support the same in their students.

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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