For This Assignment, You Will Complete The Web-Based Star Le ✓ Solved

For this assignment you will complete the web-based Star Leg

For this assignment you will complete the web-based Star Legacy Module on Cultural and Linguistic Differences ('Cultural and Linguistic Differences: What Teachers Should Know'—IRIS Center). Complete the Challenge, Thoughts, Perspectives and Resources, Assessment, and Wrap-up sections. After completing the module, answer the following questions using direct quotes and specific examples from the Perspectives and Resources section: 1) Why is it important for teachers to reflect on cultural and linguistic diversity? 2) Explain the difference between BICS and CALP, and why teachers must understand this distinction. 3) In the Challenge, Mr. Bennett wrote notes home to Maria's family. Why might this have been problematic? What other options would you recommend for communicating with Maria's parents? 4) Mr. Stone moved from a culturally homogenous rural school to a diverse urban school and finds many students not performing well; what can he do to become more culturally responsive and meet students' diverse needs?

Paper For Above Instructions

Introduction

This paper responds to the Star Legacy Module assignment on cultural and linguistic differences by addressing four focal questions: (1) why teachers should reflect on cultural and linguistic diversity, (2) the distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) and why it matters, (3) why Mr. Bennett's notes home to Maria's family could be problematic and alternative communication strategies, and (4) concrete steps Mr. Stone can take to become culturally responsive in a diverse urban classroom. Where the module's Perspectives and Resources section is specifically requested, I note where direct quotes or concrete module examples should be inserted; if you want precise module wording, please paste the module quotation(s) and I will integrate them verbatim.

1. Why reflection on cultural and linguistic diversity is important

Teacher reflection on cultural and linguistic diversity is essential for creating equitable learning environments. Reflective practice helps educators become aware of their own cultural assumptions, biases, and expectations that influence instruction, assessment, and relationships with students (Gay, 2018; Ladson‑Billings, 1995). When teachers reflect, they can identify mismatches between classroom practices and students' cultural norms or language backgrounds that may hinder learning. For example, reflection can reveal that examples, metaphors, or classroom participation norms favor one cultural group, unintentionally marginalizing others (Nieto & Bode, 2018).

[Insert direct quote from the IRIS Star Legacy Module Perspectives and Resources section that underscores the importance of teacher reflection on cultural and linguistic diversity.]

2. BICS versus CALP — definition and instructional implications

Jim Cummins' framework distinguishes BICS (Basic Interpersonal Communicative Skills) from CALP (Cognitive Academic Language Proficiency). BICS refers to conversational fluency used in everyday social contexts (e.g., informal conversations, playground talk) and typically develops within 1–2 years for second-language learners. CALP refers to the language of academic discourse—abstract vocabulary, complex syntax, and discipline-specific ways of reasoning—and develops more slowly, often requiring 5–7 years or more (Cummins, 1981; Hakuta, 1986).

Understanding this distinction is critical because observable social fluency can mask limited academic language proficiency. A student who appears fluent in casual conversations (BICS) may still struggle to comprehend textbook language, construct academic arguments, or perform on cognitively demanding tasks (Cummins, 2000). Teachers who do not account for CALP needs may overestimate students' academic readiness and under-provide scaffolds that support access to grade-level content (Echevarría, Vogt, & Short, 2017).

Instructional implications include explicit teaching of academic vocabulary, sentence frames, content-based language objectives, and scaffolded academic tasks that build reasoning and literacy simultaneously (Echevarría & Short, 2018). Formative assessment should differentiate social language ability from academic language ability to guide targeted supports (Valdés, 2001).

[Insert any direct quote or example from the IRIS Perspectives and Resources section that illustrates BICS/CALP distinctions or classroom examples.]

3. Mr. Bennett’s notes home to Maria’s family — potential problems and alternatives

Mr. Bennett's approach of writing notes home to Maria's family could be problematic for several reasons: language barriers, literacy in the family's preferred language, cultural expectations about school‑family communication, and the possibility of misinterpretation of tone or content (Valdés, 2001; Moll et al., 1992). If the notes were written only in English and Maria's caregivers have limited English proficiency, the message may not be understood. If the notes assume a particular parental role (e.g., expecting written responses or immediate intervention), they may not align with family norms.

Recommended alternatives:

  • Use bilingual translations of notes or professionally translated communications to ensure comprehension (TESOL, 2018).
  • Arrange a phone call or virtual meeting with an interpreter or bilingual staff member to discuss student progress and build rapport (U.S. Department of Education, 2016).
  • Engage community liaisons or cultural brokers who can mediate communication and provide cultural context for both family and teacher (López, 2014).
  • Provide multiple modes of communication—translated written notes, text messages in the family language, home visits (when appropriate and culturally acceptable), and family‑school events with interpretation—to accommodate preferences (Gay, 2018).
  • Use visuals and student work samples to communicate strengths and needs in a non-threatening way, accompanied by oral explanation in the home language (Echevarría et al., 2017).

Each alternative centers respect for families’ language and culture and emphasizes two-way communication rather than unilateral directives.

4. Supporting Mr. Stone to become culturally responsive

Mr. Stone’s recognition that his previous instructional style may not align with students’ cultural experiences is a productive first step. To become more culturally responsive and meet diverse learners’ needs he can take the following actions:

  • Learn about students’ cultural backgrounds and funds of knowledge by conducting structured home/community surveys, family interviews, and classroom asset mapping (Moll et al., 1992).
  • Adopt culturally relevant pedagogy: choose texts, examples, and problems that reflect students' lived experiences and community knowledge (Ladson‑Billings, 1995; Gay, 2018).
  • Differentiate instruction and scaffold academic language (CALP) while leveraging students’ BICS and home languages as resources. Use visuals, sentence frames, cooperative learning, and sheltered instruction strategies (Echevarría et al., 2017).
  • Pursue targeted professional development on cultural competence, anti‑bias instruction, and second-language acquisition to build skill and reduce implicit bias (Nieto & Bode, 2018).
  • Build strong relationships and high expectations: set challenging goals while communicating belief in students’ capacities; involve families and community members as partners in learning (Heineke & Guajardo, 2020).
  • Use formative data to identify whether academic struggles stem from language or conceptual gaps, then design interventions that teach content and language together (Cummins, 2000; Valdés, 2001).

Collectively, these actions shift the classroom from a deficit view to an asset-based, culturally sustaining environment that supports both social and academic language development and respects students’ cultural identities.

Conclusion

Reflective practice, a clear grasp of BICS versus CALP, culturally and linguistically appropriate family communication strategies, and intentional culturally responsive pedagogy are central to meeting the needs of linguistically and culturally diverse students. If you would like the paper revised to include verbatim quotations from the IRIS Star Legacy Module Perspectives and Resources section, please paste those quotations and I will add them in the indicated placeholders with proper in-text citations.

References

  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Sacramento: California Department of Education.
  • Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
  • Echevarría, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model (5th ed.). Pearson.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
  • Hakuta, K. (1986). Mirror of language: The debate on bilingualism. Basic Books.
  • Ladson‑Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.
  • Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education (7th ed.). Pearson.
  • TESOL International Association. (2018). Position statement: Effective ESL/Bilingual Program Models. TESOL.
  • U.S. Department of Education. (2016). Dual language learners: A guide for families. U.S. Department of Education.
  • IRIS Center. (n.d.). Cultural and Linguistic Differences: What Teachers Should Know. Star Legacy Modules. Retrieved from https://iris.peabody.vanderbilt.edu (use module Perspectives and Resources section for direct quotes).

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