Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration

The purpose of this case study was to explore educators’ perceptions of characteristics, needs, and practices relating to gifted culturally linguistically diverse learners. The research questions guiding the study included the following: What are educators’ perceptions of the characteristics, needs, and practices related to gifted culturally linguistically diverse learners? How do educators describe gifted culturally linguistically diverse learners? How do educators describe their understanding of culturally responsive teaching as it relates to diverse gifted learners? What are school-based practices for gifted culturally linguistically diverse learners that support or hinder learning? This study focused on an elementary school within Colorado. Seventeen educators (administrators and teachers) voluntarily participated in the study. One 30 minute semi-structured interview as well as one 60 minute classroom observation was conducted at the research site. The classroom observation tool was developed using culturally responsive pedagogical tenets (Gay, 2014) as well as gifted multicultural competencies (Ford and Trotman, 2001). Artifacts were also collected. Using the frameworks of Critical Race Theory and Constructivism as a guide, data was analyzed and coded to determine emerging themes. Results showed educators had positive perceptions of gifted culturally linguistically diverse learners; however, the practices related to gifted culturally linguistically diverse learners were inconsistent and showed differences between espoused theory and actual practice (Fullan, 2006; Argyris, 2000). The author proposes a new theoretical framework, GiftedCrit™ to examine gifted education. Lastly, a conceptual model is proposed highlighting the intersection of culturally responsive pedagogy and multicultural gifted competencies through which to view gifted classrooms

Engaging Culturally and Linguistically Diverse Learners with Technology

In this presentation, we are to present our EDU315 Mock Teaching Project designed by a group of teacher candidates for an elementary school classroom (4th grade) of culturally and linguistically diverse learners. Using TPACK as the theoretical framework, we designed an integrated lesson of Social Studies and ELA. Using reliable and age-appropriate resources we guided 4th graders to explore/research southeastern Asian countries and traditions. The main components of our lesson rested on our technological content knowledge and our technological pedagogical knowledge. These specific areas of knowledge enabled us to determine what technology tools are the most appropriate for our lesson and how these tools can meaningfully be integrated into our lesson to achieve the intended goals of our lesson. We used a series of technology tools such as iMovie and StoryJumper for 4th graders to engage in the content and learn to revamp said content creatively in different digital forms.https://digitalcommons.cortland.edu/slides/1002/thumbnail.jp

An inclusive learning environment for culturally and linguistically diverse learners.

Masters Degree. University of KwaZulu-Natal, Durban.Learners with cultural and linguistic diversities face many challenges in a classroom environment that is not inclusive of their needs. Therefore, this study gives these learners a voice, one that expands their language and cultural beliefs while they are still learning to their full potential. Teachers play a pivotal role in creating this environment for learners, and this study therefore includes teachers in the process of overcoming cultural and linguistic barriers. The study was carried out at a public school in Durban, South Africa, and a qualitative research approach was adopted. This study had a sample size of 5 learners and 3 teachers. This research was unpinned by a critical paradigm, as the researcher wanted to bring about change for these learners. An asset-based approach was used to frame this study, as the researcher wanted to identify the assets in learners and teachers, and mobilise these assets to bring about change. The findings of this study identified the current experiences of the learners and the teachers. Some of the major challenges for learners and teachers were language barriers, the lack of parent involvement, cultural diversity, and the negative attitude of learners. The findings also indicated that a sense of belonging is imperative for learners to function at their full potential. Learners need to be able to participate in the classroom academically and on the playground socially without feeling marginalised because of their cultural and linguistic diversity. Learners also need to have positive relationships with their peers and teachers at school. The findings indicated the practices that can be seen as assets to overcome these challenges, and that can be adopted by teachers and learners. Information and communications Technology (ICT) was identified as essential in making the classroom inclusive, as it has the ability to include diverse languages and cultures within the classroom. Secondly, learners wanted posters in diverse language and cultures to be present in the classroom, to be used as teaching tools to help learners with vocabulary learning, especially through incidental learning. Lastly, learners teaching learners,‖ which is also known as peer teaching, can be utilised as a teaching method for learners who experience language barriers, and for learners in the process of change. In concluding this study, it is recommended that teachers try to use the learners‘ home language in combination with the language of teaching and learning for learners to fully comprehend their subjects. Language and culture are closely linked, where language can be seen as a representation of one‘s culture. People have their own diverse cultures, and hence their own diverse languages. This research therefore emphasises the importance of integrating strategies that will enhance the learning environment for culturally and linguistically diverse learners. This will encourage the learners to progress and learn at their full potential, while still maintaining positive relationships with their school community

EDRD 340: Academic Language/Literacy Development in the Content Areas at the Secondary Level (Spring 2022)

Focuses on language/literacy development of all learners, including culturally and linguistically diverse learners in the academic context. Examines theories, concepts, and research to guide and inform instructional decisions. Covers effective strategies and appropriate materials for all students’ language/literacy development with particular attention to the CLD population

EDRD 340: Academic Language/Literacy Development in the Content Areas at the Secondary Level (Fall 2021)

Focuses on language/literacy development of all learners, including culturally and linguistically diverse learners in the academic context. Examines theories, concepts, and research to guide and inform instructional decisions. Covers effective strategies and appropriate materials for all students’ language/literacy development with particular attention to the CLD population

Preschool Participation and Linguistically Diverse Learners\u27 English Language and Literacy Acquisition

Linguistically diverse learners are a rapidly growing subpopulation of the students currently served by schools and future forecasts indicate that population growth is expected to continue. Students who enter school speaking a language other than English need adequate time and opportunity to English. Furthermore, children who attain grade-level literacy by the third grade demonstrate greater achievement in school and life. Because language and literacy acquisition in the early elementary years leads to later success and English language learners (ELLs) need time and opportunity to master both, it is imperative that school systems focus on interventions to ensure both early and long-term success for ELLs. Participation in high quality prekindergarten programming may be a viable avenue to contribute to successful outcomes for linguistically diverse children in schools by offering extra time and opportunity during a child\u27s journey to English mastery. This nonexperimental ex post facto study examined whether ELLs who participated in the publicly funded Colorado Preschool Program (CPP) through their school district were more likely to achieve grade-level language and literacy proficiency as measured by the Colorado English Language Acquisition (CELA) standardized assessment while taking poverty into account. Previously collected data were obtained from a database maintained by a school district an upper-middle class, large school district in Colorado. The final study sample consisted of 118 ELL students who had complete data from the 2004-2005 school year through the 2009-2010 school year. Logistic regression results indicated that for each year a child participated in CPP, he or she was approximately two-and-a-half times more likely to demonstrate proficiency on the CELA test prior to the end of third grade (

Bullying of Linguistically Diverse Learners: Results from the Youth Risk Behavior Survey

Bullying is a serious phenomenon yielding significant consequences for youth who are victimized, often targeted due to their perceived level of difference from their peers. This “otherness” can often be amplified in minoritized populations, especially those which have multiple, cooccurring vulnerabilities to be targets of bullying. After a period of bullying rates decreasing in the US, special interest group inquiries found bullying rates to be on the rise again and reportedly motivated by ethnicity or race, immigrant status, and proficiency in the English language. The present research study aims to expand upon the existing pertinent literature base specific to the bullying experience of Linguistically Diverse Learners (LDL). This study investigated the impact of LDL status, sex, grade, and race on bullying victimization utilizing the 2015 and 2017 data from the national Youth Risk Behavior Survey. These increased bullying patterns were reflected in the results of the 2015 national YRBS data. Significant findings for the 2015 data included LDLs being over two times as likely to be victims of bullying compared to their non-LDL counterparts. Further, 2015 findings yielded male LDLs being 2.7 times more likely to be victims of bullying than their female LDL peers and non-LDL counterparts. Both models were accurate but had challenges with questionable overall fit and identification of outliers. No significant results were found in the 2017 data. Potential explanations for these differences in results as well as limitations of the current study and implications for future directions of research are also discussed

SCHOOL LEADERS’ RESPONSE TO THE INCREASING POPULATION OF CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS

While schools become more representative of a growing minority population, school leaders are responsible for making school policies reflective of the increasing number of culturally and linguistically diverse (CLD) learners. The purpose of this study was to examine the practices employed by school leaders in growing CLD schools to determine to what extent they employed culturally responsive school leadership practices. The methodology for this study was a multiple case study design. Through this qualitative approach, data triangulation was achieved by conducting interviews, a questionnaire, and collecting artifacts. In addition, purposeful sampling was used to obtain a school leader from an urban district in Utah, Massachusetts, and New York to participate in this study. Each of the three principals in this study led a school with at least 29 percent of English Language Learners and 80 percent of students from low-socioeconomic backgrounds. The findings suggest the need to develop relationships with teachers, parents, and students as the foundation for school leaders to create culturally responsive school environments. In addition, school leaders in these diverse school environments were eager to address deficit-thinking through critical conversations with their staff and prioritized meeting students’ socioeconomic, academic, and language needs. Implications of this study indicate the need for leadership preparation programs to prepare more equity-minded school leaders

Meeting the Need for K-8 Teachers for Classrooms with Culturally and Linguistically Diverse Students: The Promise and Challenge of Early Field Experiences

The writers present the findings of their study focused on teacher learning through early fieldwork experiences to address the problem of teachers working with a culturally and linguistically diverse student population. Data were analyzed from an archive collected from approximately 500 students enrolled in six undergraduate child development courses at three state university campuses located in urban areas of California. Findings suggest that early field experiences provide participants with opportunities for career goal clarification, and the context of field experience is significant and may lead to outcomes beyond the initial goal of the experience