Emergent Bilinguals in Rural Schools

This chapter explores rural teacher attitudes towards emergent bilinguals at the secondary level before, during, and after translanguaging professional development. Within the current political climate, accountability measures and assessment training affect teacher perceptions of second language acquisition and add to the deficit perspective. Juxtaposed with the accountability climate are the benefits of rurality and teachers who value the funds of knowledge these linguistically and culturally diverse students possess. Through a mixed methods study using qualitative and quantitative survey data, the authors examined the effects of translanguaging pedagogy on an English-only school district. The translanguaging strategies used in English language arts and reading classrooms showed potential to improve standardized English assessment scores by shifting the monolingual ideology of the teacher participants to a multilingual stance. The results of this study could revise current perceptions and pedagogy for emergent bilinguals.

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students’ everyday culture to cultures of school science and mathematics.

Creating Culturally Supportive Settings That Foster Literacy Development: Guidance for SLPs

Purpose The purpose of our tutorial is to provide a set of fundamental, research-based guidelines for speech-language pathologists (SLPs) who want to begin the process of creating culturally supportive settings that foster adolescent literacy development. Method Pertinent literature related to culturally relevant literacy practices for SLPs is reviewed. SLPs perceived barriers to providing general literacy services in schools and levels of cultural competence are identified, along with articles that support service ideas to meet the literacy-based needs of culturally diverse students on our caseloads. Results Drawing on the literature base and our collective research and clinical experiences, we propose four key guidelines SLPs can adopt to support their initial efforts in building culturally supportive settings: develop a shared vocabulary and accompanying concepts, curate and use culturally relevant texts, establish ongoing dialogue with key groups, and set high expectations. Conclusions SLPs are in a unique position to provide services that enable students from all cultural backgrounds to successfully support literacy development. Clinical applications of the guiding principles are provided.

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Trauma-Informed Strategies for Culturally Diverse Students Diagnosed With Emotional and Behavioral Disorders

The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the intersectional needs of this population. This column provides a brief rationale for focusing on students with EBD who are also CLD and recommends a trauma-informed approach to supporting them through fostering a safe school-wide environment, building faculty and staff cultural competence, increasing collaborative communication with students and families, and recommending counseling services in individualized education program meetings.