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

Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners

This article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The article describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse (CLD) learners, and it provides a set of scenario-based examples of how UDL might help educators to implement effective instruction for a CLD learner in an inclusive setting. The paper makes additional suggestions for building on UDL principles to design linguistically accessible instruction for CLD learners

The effective practices of culturally responsive English as a second language teachers in the high school setting: a case study

Little attention has been given to the voices of English as a Second Language (ESL) teachers at the secondary level in sharing effective strategies that are responsive in meeting the needs of culturally and/or linguistically diverse students; the purpose of this study is to reveal those practices. For many culturally and/or linguistically diverse learners, American public schools have not provided them with a high-quality, equitable education that will prepare them to compete in a global society. An urgent need in research is to identify effective instructional practices that can be used by all educators to address the academic and social challenges that culturally and/or linguistically diverse students encounter both inside and outside of the school community. The purpose of this study is to discover how the practices of ESL teachers have a positive impact on the academic and social development of diverse learners. This qualitative study involving two ESL teachers at the high school level will explore their effective practices and how those practices address the academic and social needs of culturally and/or linguistically diverse students. The findings of this study shed light on how the effective practices of culturally responsive ESL teachers lead to instruction that can result in academic achievement for all learners in any classroom setting. This research has the potential to lend valuable insight into policies and procedures educational leaders develop to create culturally competent learning environments in which all students, particularly culturally and/or linguistically diverse learners, can flourish

Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs

The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and behavior challenges and (b) English Learners identified as students with limited or interrupted formal education (SLIFE). We highlighted some potential lessons to be learned from past-to-present efforts to serve students with behavior problems. Selected evidence-based practices were featured that are applicable to learners with special needs, thereby supporting the development of effective inclusive education, especially for students from culturally and linguistically diverse backgrounds

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

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

Are Teach For America Corps Members Highly Qualified to Teach English Learners?: An Analysis of Teacher Preparation for Culturally and Linguistically Diverse Populations

Teach For America (TFA) places novice teachers, referred to as corps members, in several regions across the United States that have among the highest English learner populations in the nation. In light of this fact, we offer an examination of federal policy and recommend programmatic strategies to better prepare TFA corps members to serve English learners. First, we describe the current Elementary and Secondary Education Act amendment that allows TFA corps members to be considered highly qualified without adequate training to work with culturally and linguistically diverse students. Next, we analyze the organizational curriculum and teacher preparation approach specific to English learners. We then compare TFA’s approach to those used in emerging residency models and community-based programs that prepare teachers for specific local contexts and student populations. We conclude with recommendations for TFA to improve its teaching corps for English learners and other culturally and linguistically diverse students

Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement

Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement is a comprehensive resource that intends to build bridges that promote educational equity, particularly in the areas of instruction and assessment. The book consists of two parts each of which includes four chapters. Part I, entitled “Assessment as a Context for Teaching and Learning: Bridges to Equity,” focuses on the issues of equity concerning the assessment of language learners, more specifically, English Language Learners (ELLs). In the introduction to Part I, Gottlieb provides her rationale for focusing on assessment equity for ELLs, where she mentions the increasing numbers of linguistically and culturally diverse students in U.S. schools, the different life and educational experiences of ELLs, some of whom are refugees and immigrants, the importance of promoting equal educational opportunities for all students as well as these groups of students, and so on. Gottlieb provides some facts showing the changing demographics in U.S. public schools. According to Gottlieb, while language learners is an umbrella term descriptive of all students in pre-kindergarten through twelfth grade, there are also many other terms that can be associated with this population of learners, such as linguistically and culturally diverse students, heritage language learners, English language learners, dual language learners, emergent bilinguals, long-term English language learners, etc. The author lists educators and their primary instructional and assessment responsibilities for the education of language learners, which can serve as a useful guide in determining the varied expectations from different educators in regard to their contribution to comprehensive services for ELLs. Gottlieb describes linguistically and culturally responsive classrooms and schools, and asserts that establishing a responsive learning environment is the only way to optimize learning opportunities and to effectively and equally serve the increasingly heterogeneous U.S. public school student population

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