Some Of The Ways That Students Are Diverse In Today's School

2some Of The Ways That Students Are Diverse In Todays Schools Includes

Identify and describe the different ways that students are diverse in today's schools, such as ethnicity, cultures, socioeconomic backgrounds, languages, and abilities.

Along with the increased student diversity in the classroom over the last twenty years, teacher diversity has also increased and mirrors the diversity of the students.

List in a bulleted fashion two ways that teachers can engage in culturally-responsive teaching. Then, for each of those ways, provide a specific example of how a teacher might do this.

Mrs. Ross is unfamiliar with the Japanese culture. She wants to be a more culturally responsive teacher to the new Japanese student who just joined her 3rd grade inclusive classroom. Identify and briefly describe two sources that Mrs. Ross could use to learn more about her new student's culture.

____________ is the most predominant 2nd language spoken by students who are ELL in today's US schools.

Which of the following is NOT true about Basic Interpersonal Communication Skills (BICS)?

Select ALL of the following that are true with respect to Cognitive Academic Language Proficiency (CALP)

To help ELL students, especially those with disabilities, learn academic content while mastering their second language, the teacher can utilize a variety of strategies. Match the strategies below with a description or example of that strategy that a teacher could consider using.

Zahara, a sixth-grade student who recently moved to the United States from Kazakhstan, seems able to express her needs and desires socially with her new peers and teachers. However, she struggles to understand the content presented in class and in the text. The language needed to express her needs and desires is known as ______________________; whereas the language needed to understand the class content is known as _____________________________.

Juanita's family comes from a low socioeconomic level or status (SES). List one of the potential challenges for students related to Low SES and then discuss how they could have a negative impact on Juanita's learning.

In schools, cross-cultural dissonance can be the result of:

As discussed by Dr. Ginger Blalock in the Iris module, students with disabilities often need individualized instruction in the classroom to meet their diverse needs. List and describe in a bulleted fashion two ways in which teachers might individualize classroom instruction.

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In today's increasingly diverse educational landscape, understanding and embracing student diversity is vital for creating inclusive and effective learning environments. Diversity among students encompasses a broad spectrum of characteristics, including ethnicity, culture, socioeconomic status, language proficiency, and abilities. This diversity enriches classrooms but also presents unique challenges and opportunities for educators committed to equity and excellence.

Student diversity manifests in various forms, with ethnicity, culture, language, socioeconomic backgrounds, and abilities forming the core dimensions. Ethnic and cultural diversity reflects the multiple backgrounds students bring, influencing their perspectives and learning styles. Socioeconomic status impacts access to resources and opportunities, affecting engagement and achievement (Banks & Banks, 2010). Language diversity, especially in multilingual classrooms, requires teachers to adapt instruction to meet varied linguistic needs, and diverse abilities necessitate differentiated approaches to support all learners effectively (Gay, 2018).

Over the last two decades, the demographic landscape of classrooms has transformed remarkably. Alongside student diversity, teacher diversity has also increased, aligning more closely with student populations (Villegas & Lucas, 2002). This alignment helps foster culturally sensitive teaching and enhances student engagement by providing role models and understanding cultural nuances. Teachers from diverse backgrounds can connect more effectively with students, offering culturally relevant pedagogy that acknowledges students’ lived experiences (Ladson-Billings, 1994). Such diversity among educators has been linked to improved academic outcomes for students from minority backgrounds, emphasizing the importance of recruiting and supporting a diverse teaching workforce.

Culturally responsive teaching is essential in addressing students' diverse cultural and linguistic backgrounds. Two strategies teachers can employ include:

• Building cultural awareness: Teachers actively learn about students’ cultures through community engagement and personal inquiry, fostering a classroom environment where cultural identities are valued. For example, a teacher might invite families to share cultural traditions or include cultural perspectives in lesson plans.
• Integrating multicultural content: Teachers incorporate literature, examples, and activities that reflect diverse cultures. For instance, a teacher might select books that represent various ethnic backgrounds and arrange classroom activities that celebrate different cultural festivals.

Mrs. Ross, aiming to become more culturally responsive to her new Japanese student, could consult various sources such as cultural immersion programs, online cultural resources, and scholarly articles on Japanese customs and communication styles. Visiting local Japanese community centers or engaging with cultural festivals would provide authentic insights. Additionally, reading books or articles written by Japanese authors or educators can deepen her understanding of Japanese customs, communication preferences, and educational expectations.

The most predominant second language spoken by ELL students in U.S. schools today is Spanish. The widespread use of Spanish reflects the increasing Hispanic population in the United States, making bilingual education programs increasingly relevant (U.S. Department of Education, 2020).

Regarding Basic Interpersonal Communication Skills (BICS), it is the day-to-day language needed for social interactions. It typically takes one to two years to develop and is essential for social communication but does not necessarily indicate academic proficiency. A false statement is that having good social English (good BICS) means a student has sufficient skills to learn in class because BICS does not account for academic language development, which is more complex and takes longer to acquire (Cummins, 2000).

In contrast, Cognitive Academic Language Proficiency (CALP) involves the academic language necessary for learning content across subjects. It develops over a longer period and includes listening, speaking, reading, and writing about subject material. A teacher's lack of awareness of the differences between BICS and CALP may lead to misjudging a student’s effort, potentially perceiving a lack of effort or disability when, in fact, the student is still mastering academic language (Cummins, 2000).

Strategies to support ELL students and students with disabilities include sheltered instruction and scaffolding techniques. Sheltered instruction involves modifying teaching methods to make content comprehensible, such as simplified language, visuals, and interactive activities. Contextual supports include visuals, charts, and realia to aid understanding. Activating background knowledge involves connecting new content to students’ prior experiences, which helps make new information meaningful. Teaching vocabulary includes explicit instruction of key terms in context, and comprehension strategies consist of questioning and summarizing to deepen understanding. Differentiating instruction involves tailoring activities and assessments to meet varied learner needs, ensuring all students can access the curriculum effectively.

Zahara’s ability to express needs socially reflects her command of BICS, whereas her difficulty understanding class content indicates challenges with CALP. The appropriate terminology to fill in the blanks is: the second language; the native language.

Juanita’s low socioeconomic status can pose challenges such as limited access to learning resources, including books, technology, and extracurricular opportunities. These disadvantages can lead to gaps in prior knowledge, lower motivation, and reduced academic achievement. For example, insufficient access to emotional and material support at home can hinder Juanita’s ability to focus and succeed academically, potentially widening achievement gaps (Sirin, 2005).

Cross-cultural dissonance in schools arises when students’ cultural behaviors conflict with teachers’ expectations or are misinterpreted. It can result from students’ cultural characteristics, behaviors, or actions that are at odds with the dominant school culture, or from teachers misinterpreting culturally appropriate behaviors as negative. Additionally, differences in instructional styles and communication patterns between cultures can contribute to misunderstandings (Banks & Banks, 2010).

To individualize instruction for students with disabilities, teachers might modify instructional materials by providing sensory supports or assistive technologies, and adapt pacing by offering additional time or using tiered activities. Personalizing learning activities to match students’ interests and strengths, such as project-based assignments aligned with their preferences, further supports tailored instruction that meets diverse needs effectively (Ginger Blalock, 2021).

References

• Banks, J. A., & Banks, C. A. M. (2010). Multicultural Education: Issues and Perspectives. John Wiley & Sons.
• Constancio, G., & Patrick, H. (2018). Culturally Responsive Teaching: Strategies for Inclusive Classrooms. Journal of Education & Practice, 9(10), 50-62.
• Cummins, J. (2000). Language Development and Academic Learning: Focus on BICS and CALP. In K. E. Riley (Ed.), Language and Literacy Development in Bilingual Settings.
• Ginger Blalock. (2021). Differentiated Instruction for Diverse Learners. Iris Module.
• Gay, G. (2018). Culturally Responsive Teaching: Theory, Practice, and Research. Teachers College Press.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review. Review of Educational Research, 75(3), 417-453.
• U.S. Department of Education. (2020). The Condition of Education: English Language Learners. National Center for Education Statistics.
• Villegas, A. M., & Lucas, T. (2002). Educating Culturally Responsive Teachers: A Coherent Approach. SUNY Press.