Culturally Inclusive Teaching of Adult English Language Learners

2019 ◽  
pp. 115-132
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Culturally Inclusive Teaching of Adult English Language Learners

2021 ◽  
pp. 717-734
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Culturally Inclusive Teaching of Adult English Language Learners

2021 ◽  
pp. 545-562
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Preparing Pre-Service Teachers' Expectations and Resilience

2017 ◽  
pp. 24-47
Author(s):  
Christine Rosalia
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
English Language ◽  
Graduate Program ◽  
Responsive Teaching ◽  
Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

scholarly journals Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School

2018 ◽  
Vol 11 (4) ◽  
pp. 82
Author(s):  
Holly Hansen-Thomas ◽  
SriPadmini Chennapragada
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Immigrant Students ◽  
Responsive Teaching ◽  
Secondary Classroom ◽  
Clash Of Cultures ◽  
Multilingual Classroom

This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.

Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners

2005 ◽  
Vol 11 (5) ◽  
pp. 249-255 ◽  
Author(s):  
Diane Torres-Velasquez ◽  
Gilberto Lobo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
English Language ◽  
Real Life ◽  
Responsive Teaching ◽  
Home Culture ◽  
Dynamic Form

Culturally responsive teaching is a dynamic form of teaching that builds on and supports students' home culture. The strategies that we recommend in this article for English Language Learners (ELL) are based on research or classroom experience. We provide real-life examples of how the second author, Gilberto Lobo, implements these ideas in the context of data analysis.

scholarly journals BREAKING THE INEQUITABLE EDUCATION CYCLE FOR ENGLISH LANGUAGE LEARNERS THROUGH POLICIES AND PRACTICES IN AMERICAN SCHOOLS

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Ellen Yeh ◽  
Guofang Wan ◽  
Michael R. Scott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Evidence Synthesis ◽  
Qualitative Evidence Synthesis ◽  
Responsive Teaching ◽  
Culturally Responsive Practices ◽  
American Schools ◽  
English Literacy

<p>This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" /></p>

scholarly journals Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

2021 ◽  
Vol 5 (7) ◽  
pp. 35
Author(s):  
Elin A. Björling ◽  
Belinda Louie ◽  
Patriya Wiesmann ◽  
Annie Camey Kuo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Participatory Design ◽  
Culturally Responsive ◽  
English Language ◽  
The United States ◽  
Cultural Responsiveness ◽  
Social Robots ◽  
Social Robot ◽  
The Social

Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions.

English as a Second or Other Language-Focused Leadership to Support English Language Learners: A Case Study

2021 ◽  
pp. 002205742110547
Author(s):  
Gretchen P. Oliver
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Linguistically Diverse ◽  
Learning Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
K 12

With the growing population of culturally and linguistically diverse students in K-12 schools, explicit English as a Second or Other Language (ESOL)-focused leadership is needed to support culturally responsive teaching practices, as well as provide socially just and equitable educational opportunities for all students. This study focuses on how one school district and its high school have distributed and sustained ESOL-focused leadership (knowledge, skills, dispositions, and practices) to promote inclusive and equitable learning opportunities for ELLs. Findings from this case study provide examples of the presence of ESOL-focused leadership and how it supports ELLs and their teachers. Practical implications for meeting ELLs’ unique needs are shared.

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