STANDARD 2Learning differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Name of Artifact: Article critique Course: FL 663-Applied Linguistics in Second and Foreign Languages TESOL/INTASC Standards Addressed: Standard 2.d., 2.g., 2.k., 2.o. Rationale: The first artifact I chose to represent my ability to understand individual differences, diverse cultures, and communities is a journal article review and relevance report I wrote for FL 663-Applied Linguistics in Second and Foreign languages. The article from the journal, Language and education, by Thomas & Roberts, entitled, Exploring bilinguals social use of language inside and out ofthe minority language classroom, which I chose for this artifact in standard two because it addresses minority language education and diverse cultures. Effective language teaching of English as a second language includes the teacher’s awareness of the individual differences of speakers in word choice, pronunciation and dialects. Toward the end of the semester in which I was enrolled in FL663-Applied Linguistics in Second and Foreign languages we were reading chapters from the text under Unit 5: Language in society. The article I chose focuses on the teaching of Welsh in the (British) English classroom. The children are bilingual and the article focuses on the social reluctance of children to use Welsh in the classroom when they were in the minority in the classroom. Cultures are diverse and so are people. Dialects can form within the same language because of social situations, age, and location. In exploring this text I realized that I am somewhat disturbed when people confuse language and a dialect. Languages, like Welsh, in the article possess different grammar, words, sounds, and syntax. Languages differ because they are mutually unintelligible. Welsh, in this article, is a different language and children learn it in their social, racial, and geographical environment, namely, the home. This article brought awareness to me that children are affected socially by language. The students who are bilingual may yield to their native language in their peer group. Also, the teacher can be aware that in encouraging English speaking in the classroom to be aware of techniques like avoiding “yes” and “no” responses, which produce little output of language. Additionally, children don’t want to appear different than their peers and in this scenario they wouldn’t use Welsh in settings like the playground. If the dominant language is Welsh in the home and the majority of the peers share the same language experience the students are more likely to use Welsh. In the American classroom this is evident when there are strong peer relationships in Spanish, for example, and the students’ home background is the same. If these strong language connections exist in the language the students will even “discuss” their English learning in the L1. This article showed that it is difficult for the ESL teacher to capitalize on the abilities in English as an L2 when there is a strong leaning toward using the L1 of the student in their home and with peers. The ESL teacher can allow students to respond verbally in class and possibly mix students so the L2 English students are paired with a student of a different L1 language group. Another item for the ESL/ELL teacher to be mindful of is that as the students are becoming more bilingual and gaining linguistic competency that they still possess the cultural norms associated with their L1.
References
Fromkin, V., Rodman, R., Hyams, N. (2011). An introduction to language (9th ed.). Boston: Wadsworth Cengage. Thomas E., & Roberts, Dl (2011. Exploring bilinguals’ social use of language inside and out of the minority language classroom. Language & Education: an International Journal, 25(2), 89-108
NameofArtifact: Research paper Course: CIE 600-Foundations of Multicultural Education TESOL/INTASC Standards Addressed: Standard 2.d., 2.g., 2.h., 2.j., 2.l., 2.m., 2.n. Rationale: The second artifact I chose to represent my desire to understand individual differences and diverse cultures in the classroom for Standard Two is the final paper I researched and wrote for this class. I have wanted to explore issues to improve education for a large minority population I have always taught, the African-American student. Understanding the diversity of cultures and how they function helps the teacher be more effective in the classroom. I chose to explore topics such as: are teachers effective with the African-American student, and is there equity in the classroom. Laws have been enacted to attempt to close the Achievement Gap between classes of students. I learned that Achievement Gaps still exist between student groups. The class I took in spring of 2015, Foundations of Multicultural Education, had an assignment of a research paper on a topic involving multicultural education. I had an idea from the suggestion of the syllabus because it said the paper could be on a “controversial issue relating to teaching culturally diverse students” (Morgan, syllabus, 2015). I have wanted to explore the topic of the Achievement Gap of the African-American student since I have experienced this in the classroom. The textbook addressed the need for academic excellence and equity in education. The Civil rights movement put in place laws but the book addresses the lack of national commitment to excellence in education. The focus of my paper was to explore reasons for the persistent Achievement gap between student populations and the African-American student. While researching I learned there are still great disparities in achievement between Black and White student groups. Several solutions have been suggested in the research such as content integration, using equitable strategies (such as cooperative groups), and understanding the school and social structure. I was not surprised to learn that it is a fact that African-American students are overrepresented in Special education and underrepresented in gifted programs. I learned the cultural background of the student is critical in his/her learning and development. Also the low income of the households and the parent’s perceptions of the education of their child play a critical role in the student’s education. These facts also apply to the ESL student. We have a multicultural educational system. I want to be aware and employ these standards to give an equitable education to all which is the ultimate goal of multicultural education. I learned that cultural competence can be learned and improved by each teacher. This final paper helped me understand the importance of not just combating racism and discrimination but positively building a multicultural curriculum that is equitable for all students.
References
Bennett, C. (2011). Comprehensive multicultural education. New York: Pearson.