Building Fearless, Confident CLD Learners

2021 ◽  
pp. 1-26
Author(s):  
Janet Penner-Williams ◽  
Trish A. Lopez ◽  
Chrystal McKeever ◽  
Rebecca Carpenter de Cortina
Keyword(s):  
Linguistically Diverse ◽  
Community Relations ◽  
Culturally And Linguistically Diverse ◽  
Community Partner ◽  
Effective School ◽  
Building Relationships ◽  
School Practices ◽  
Partner Relationships ◽  
Building Level

Family engagement in schools is important for the success of all students, but especially critical with parents of culturally and linguistically diverse (CLD) students. Building-level administrators and teachers are in a unique position to serve as the agents to create positive, strong relationships with families. This chapter presents a qualitative case study of an exceptionally diverse elementary school located in an area with an increasing CLD population. Through multifaceted interviews, focus groups, and observations, four overarching themes emerged: (1) creating a positive, supportive, welcoming environment to support families and cultures; (2) building relationships and purposeful communication as core values; (3) teacher training, roles, responsibilities, and support; and (4) the importance and impact of community partner relationships. These themes along with their implications for school practices that promote effective school-family-community relations and connections to extant literature are discussed.

Creating Taxonomies to Improve School–Home Connections With Families of Culturally and Linguistically Diverse Learners

2010 ◽  
Vol 43 (6) ◽  
pp. 651-670 ◽  
Author(s):  
Caroline Teresa Linse
Keyword(s):  
Parent Involvement ◽  
Culturally Diverse ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
School Practices ◽  
School Based ◽  
Culturally Diverse Learners ◽  
Linguistically Diverse Learners

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

COMMUNITY RELATIONS CAFE KOMUNITAS BOBER CAFE TERHADAP KOMUNITAS DI KOTA BANDUNG

2020 ◽  
Vol 4 (2) ◽  
pp. 160
Author(s):  
Ela Rahayu ◽  
Sri Dewi Setiawati
Keyword(s):  
Community Relations ◽  
Easy Access ◽  
Building Relationships ◽  
Community Activities ◽  
Study Approach ◽  
Contact Information ◽  
Close Relationship ◽  
The Relationship ◽  
Community Space

<p><strong>Abstrak</strong></p><p>Community relations berpengaruh terhadap terbentuknya ruang komunikasi yang dapat mempererat hubungan, membangun kepercayaan dan mendapatkan dukungan antara cafe dan komunitas. Sebagai cafe ruang komunitas, Bober cafe bekerja sama dengan komunitas dalam mengembakan usahanya. Bober cafe melakukan beberapa cara dalam membangun relationship yang dapat mempererat hubungan dengan komunitas. Dengan adanya relationship antara Bober cafe dengan komunitas maka banyak kegiatan yang komunitas lakukan di Bober cafe yang dapat membuat komunitas tersebut berkembang dan tumbuh. Penelitian ini bertujuan untuk mengetahui cara Bober Cafe dalam membangun relationship dengan para komunitas. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus. Hasil dari penelitian ini adalah dalam membangun hubungan kedekatan antara Bober Cafe dengan Komunitas upaya yang dilakukan oleh Bober Cafe dan komunitas dalam membangun relationship dilakukan dengan cara simetris dan asimetris. cara menjalin relationship yang dilakukan diantaranya dengan memberikan kemudahan akses informasi kontak dan juga kemudahan akses fasilitas, saling terbuka mengenai hubungan yang dijalin, bersikap positif dalam menerima saran dan masukan, terlibat dalam memberikan ide dan masukan kepada satu sama lain,memberikan fasilitas untuk komunitas berkegiatan di Bober cafe secara free juga dalam cara asimetris pembinaan hubungan dengan memperhatikan keseimbangan kepentingan bober cafe dengan komunitas sehingga tercipta hubungan yang saling menguntungkan.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Community relations affects the formation of communication spaces that can strengthen relationships, build trust and gain support between the cafe and the community. As a community space cafe, Bober Cafe collaborates with the community in developing its business. Bober Cafe does several ways to build relationships that can strengthen relationships with the community. With the relationship between the Bober Cafe and the community, there are many activities that the community does at Bober Cafe that can make the community develop and grow. This study aims to determine how Bober Cafe builds relationships with communities. The method used is qualitative with a case study approach. The results of this study are in building a close relationship between Bober Cafe and the Community, the efforts made by Bober Cafe and the community in building relationships are done in a symmetrical and asymmetric way. how to establish a relationship that is carried out, among others, by providing easy access to contact information and also easy access to facilities, being open to each other about relationships, being positive in receiving suggestions and input, engaging in providing ideas and input to one another, providing facilities for community activities in Free bober cafe also builds an asymmetrical relationship by paying attention to the balance of bober cafe's interests with the community so as to create mutually beneficial relationships.</em></p>

Working With a Culturally and Linguistically Diverse Individual With Specific Learning Disability

2022 ◽  
pp. 1197-1216
Author(s):  
Ruixia Yan
Keyword(s):  
Learning Disability ◽  
Linguistic Diversity ◽  
Specific Learning Disability ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Direct Result ◽  
Diverse Individual ◽  
Specific Learning

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.

SOCIOCULTURAL CONTEXTS OF LANGUAGE AND LITERACY.Bertha Péacrez (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xiii + 354. $36.50 paper.

1999 ◽  
Vol 21 (4) ◽  
pp. 668-668
Author(s):  
Björn Jernudd
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
Classroom Community ◽  
Literacy Learning ◽  
The United States ◽  
Community Relations ◽  
Culturally And Linguistically Diverse ◽  
Community Of Learners ◽  
Sociocultural Context ◽  
American Teacher

This book is for teachers who instruct “the culturally and linguistically diverse learner” (p. ix, et passim) in the United States; it reflects American community relations today. The editor's intention is to “assist you [the American teacher] in creating a sociocultural context for literacy learning within your classroom community of learners” (p. xi).

Working With a Culturally and Linguistically Diverse Individual With Specific Learning Disability

2020 ◽  
pp. 137-156
Author(s):  
Ruixia Yan
Keyword(s):  
Learning Disability ◽  
Linguistic Diversity ◽  
Specific Learning Disability ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Direct Result ◽  
Diverse Individual ◽  
Specific Learning

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.

scholarly journals Cultural and Linguistic Adaptations of Early Language Interventions: Recommendations for Advancing Research and Practice

2021 ◽  
pp. 1-23
Author(s):  
Lauren M. Cycyk ◽  
Stephanie De Anda ◽  
Heather Moore ◽  
Lidia Huerta
Keyword(s):  
Linguistically Diverse ◽  
Language Intervention ◽  
Culturally And Linguistically Diverse ◽  
Adaptation Process ◽  
Diverse Populations ◽  
Early Language ◽  
Speech Language Pathologists ◽  
Language Interventions ◽  
Early Language Intervention

Purpose Speech-language pathologists are responsible for providing culturally and linguistically responsive early language intervention services for legal, ethical, and economic reasons. Yet, speech-language pathologists face challenges in meeting this directive when children are from racial, ethnic, or linguistic backgrounds that differ from their own. Guidance is needed to support adaptation of evidence-based interventions to account for children's home culture(s) and language(s). This review article (a) describes a systematic review of the adaptation processes applied in early language interventions delivered to culturally and linguistically diverse populations in the current literature and (b) offers a robust example of an adaptation of an early language intervention for families of Spanish-speaking Mexican immigrant origin. Method Thirty-three studies of early language interventions adapted for culturally and linguistically diverse children ages 6 years and younger were reviewed. Codes were applied to describe to what extent studies document the purpose of the adaptation, the adaptation process, the adapted components, and the evaluation of the adapted intervention. Results Most studies specified the purpose of adaptations to the intervention evaluation, content, or delivery, which typically addressed children's language(s) but not culture. Study authors provided limited information about who made the adaptations, how, and when. Few studies detailed translation processes or included pilot testing. Only one used a comprehensive framework to guide adaptation. A case study extensively documents the adaptation process of the Language and Play Every Day en español program. Conclusions Future early language intervention adaptations should focus on both linguistic and cultural factors and include detailed descriptions of intervention development, evaluation, and replication. The case study presented here may serve as an example. Increased access to such information can support research on early language interventions for diverse populations and, ultimately, responsive service provision.

Sign in / Sign up

Export Citation Format

Share Document