The educational system in America has seen a great change in the way schools service their cultural and linguistic learners. Once pushed aside as bystanders by teachers waiting for the English language to arrive so instruction could begin, the professional educator today realizes a student’s primary language is a great resource to be utilized when acquiring the second language. School systems have accepted the fact cultural diversity is now the norm in education therefore, many educators like me have embraced such diversity in the classroom. Since beginning this course, the beliefs I once had involving the instruction of ELL students has evolved into a greater understanding and appreciation of how I can support their learning through this educational transition time. My beliefs regarding the literacy needs of the cultural and linguistically diverse student took a drastic turn at the start of this course. Never did I imagine the foundation for acquiring a second language is the ELL student’s native language, culture, and family. In fact, Somé-Guiébré (2016) confirmed this when reporting teachers need to use the ELL student’s native language to help literacy learning. These resources or funds of knowledge I have come to learn about act as a support system for the linguistic student. In addition, this class reminded me the ELL student is already proficient in another language, just not English therefore, have knowledge and experiences I must find a way to draw out and implement during instructional time. This will have a greater influence in learning and assist in connecting to the relevancy of the instructional content. Instructing the cultural and linguistic student has greatly influenced my professional practice as a literacy educator. It has afforded me an insight of the many challenges facing the language learner. His or her transition involves a new country, language, community, school, and friends. Boyle, Golden, Le Floch, O’Day, Harris, and Wissel (2014) added these learners are not only learning a new language, but must be proficient in grade level work as well. With all of these factors and the addition of emotional and financial burdens placed upon the family it is a wonder any learning takes place. With this in mind, my responsibility as a literacy educator is to make the second language acquisition as smooth as possible for the ELL student. This is accomplished by providing a culturally responsive classroom as stated by Dr. Tatum (Laureate Production, Inc. 2014f) where the child feels safe and understands he or she belongs there. Hands-on activity assignments, working in cooperative groups or with a bilingual partner are just some examples helping the linguistic learner make the language transition easier, all the while allowing ELL students use of their primary language to help in the learning of the second. Aiding in the process of learning does not only pertain to linguistic learners, but educators as well as they must continually seek
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The linguistic learner must understand the academic content and explain, compare, and communicate their answers in English while they are still acquiring a new language. Providing access to community resources so ELL students may increase the language learning process not only helps the student but also strengthens the community. Community resources such as local libraries, businesses, and advocacy groups hold a variety of training sessions in language learning, technology literacy, and job training creating positive social change for many individuals new to the area. Schools should provide transportation to such community treasures like the library, for their newly arrived linguistic learners and their family as engaging students and family members in the learning process allows for a stronger connection between school and …show more content…
Effective educators are able to teach all students whether they are a struggling literacy learner, a high achiever, or language learner. School systems have accepted the fact diversity is now the standard in education therefore, many educators like me have embraced such diversity in the classroom resulting in enriching the learning environment even more. This is accomplished by teachers finding ways to connect with English Language Learners and view their families as resources. This connection eventually leads to a bond of trust between the school and family, which results in a successful learning transition that benefits not only the student but society as
The linguistic learner must understand the academic content and explain, compare, and communicate their answers in English while they are still acquiring a new language. Providing access to community resources so ELL students may increase the language learning process not only helps the student but also strengthens the community. Community resources such as local libraries, businesses, and advocacy groups hold a variety of training sessions in language learning, technology literacy, and job training creating positive social change for many individuals new to the area. Schools should provide transportation to such community treasures like the library, for their newly arrived linguistic learners and their family as engaging students and family members in the learning process allows for a stronger connection between school and …show more content…
Effective educators are able to teach all students whether they are a struggling literacy learner, a high achiever, or language learner. School systems have accepted the fact diversity is now the standard in education therefore, many educators like me have embraced such diversity in the classroom resulting in enriching the learning environment even more. This is accomplished by teachers finding ways to connect with English Language Learners and view their families as resources. This connection eventually leads to a bond of trust between the school and family, which results in a successful learning transition that benefits not only the student but society as