Culturally Inclusive Teaching and Empowerment
Teachers of ELLs must understand the role of language and culture in learning, as well as the unique political and psychological factors that affect language acquisition among long-term English learners (LTELs), recent arrivals (RAEL), and students with interrupted formal education (SIFEs). Beyond the classroom, teachers can ensure the success of their students by implementing culturally inclusive practices, and by engaging and empowering families of ELL. For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family. Part 1 In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs. This part of the presentation should include: -A description of the characteristics of LTELs, RAELs, and SIFEs along with a description of each of their particular language needs. -An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs. -A discussion of factors that affect the language acquisition of refugee, migrant, immigrant, and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs. Part 2 In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs. This part of the presentation should include: -Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment. -Examples of strategies that support culturally inclusive practices.
Sample Solution
Culturally Inclusive Teaching and Empowerment
A long term English learner (LTEL) is a student who has been enrolled in U.S. schools for more than six years and no longer progressing towards English proficiency. Students with interrupted formal education (SIFE), are a relatively small proportion of recently arrived English language learners. Recently arrived English learners (RAELs) represent a growing yet often underserved sub-population of ELLs. Watching children learn an additional language is a lot like seeing them swim for the first time. Some children dive right in and are soon paddling around the deep end. Others take their time, dipping a toe in the water and gradually venturing out from the shore. When students start learning an additional language, some do soak up the knowledge faster than others. Factors that affect language acquisition among these students include: motivation – is the student being forced to learn, or do they want to learn the language; teaching strategies – how is the language taught; comprehensible input – how attainable does the language feel to the student; and learning environment – how does the child feel in the classroom.
