Module+13_Chapter+17

Everyone responds here. Be sure to put your initials next to your answer.
 * __Professor Questions: Grand Conversation__**

1. What does research say about the topic? TH: Research as shown over and over that the reading achievement of students of diverse backgrounds is lower than other students. The gap in reading achievement has been a concern for years. Research shows that there is a trend toward greater diversity in the student population but not in the teacher population. Children learn to read through social interactions. This is especially true for children of diverse backgrounds and teachers need to understand these social systems and how they can be used to promote success. Literature-based instruction, including shared reading, guided reading, guided discussion, and literature discussion groups improve reading performance in students of diverse backgrounds. VI-S: Teachers are having more and more diverse students in their classroom. There is a gap between students of diverse backgrounds and mainstream students which have been a concern for reading achievement. Bringing students with diverse backgrounds to higher levels of reading achievement is a current challenge. This chapter mentions how to motivate students, helping struggling readers, working effectively with ELLs, and how to assess student's progress. AW: Diverse learners are growing in number and the ability to teach them is problem-some. They tend to struggle and are low achieving. Teachers need to expand horizons and motivate these learners through more than just word identification skills. Assessment should be through means of alternative assessments. Literature based instruction focusing on comprehension, without ability grouping, works best for ELLs. MC: As our country continues to grow in its diverse population, so does the world of education. ELL student numbers are increasing, but there is a gap that is forming between their performance and our traditional students. Closing that gap for ELL students that are on the lower end of the spectrum is quiet a challenge for teachers who are use to working with your typical traditional student.

2. Evaluate your approach to multicultural instruction using the terms in the vocabulary. What approach do you use? What approach should you use and what are a couple of ways to get to the decision-making or transformational levels. VI-S: I feel that I follow a lot of the constructivist approaches. I try to teach literacy to all of my students whether they have diverse backgrounds the same way. My students struggle with reading so vocabulary and fluency play a big part in my instruction. AW: I don't deal with much diversity in my classroom. Most of my students are Caucasian, middle class students with two parents. Most of my children do not have issues described in the text. However, through teaching the Bible, history, and holidays, we are able to discuss cultural differences. I hope to be more culturally responsive, so that we can appreciate each student's home life. MC: Oddly enough, even though I am in a big district I havne't had that many ELL students. I try to teach in a way that helps all my students understand multiple cultures, especially if we are reading a story or novel that focuses on one specific culture group.

Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
 * __My Three Questions__**

Amanda's ?s

1. Why is there a discrepancy between students of diverse backgrounds and mainstream students? TH: Students of diverse backgrounds usually have not had the same exposure to "school" values as mainstream students. Children of diverse backgrounds usually come from lower socioeconomic situations and many have cultural issues. The books that are adopted by most schools are based on middle-class white norms. The testing is based on middle-class white values - values these kids don't have and have minimal exposure to. VI-S: Students with diverse backgrounds don't have the experiences outside of school or the background knowledge that is similar. MC: Also, more often than not, those ELL students don't have the same support at home that our traditional students have. I had a student one year that was the only English speaker in the home. Calling home was a challenge if there was no interpreter!

2. What constitutes a multicultural learner? TH: By definition, multicultural should mean more than one culture. When I think of multicultural, I naturally think of ELL students. Those kids have their native culture (including language, customs, values, etc) and they must learn American culture in order to survive. Many times those cultures conflict - resulting in problems for the child. However, after working in North Tulsa for several years, I came to realize that our African-American students also have their own culture. VI-S: These students have a base culture and are trying to learn the English culture (or vice versa).

3. Why is this a growing problem? TH: Teachers are not receiving enough instruction in this area in their bachelor's programs. They do not understand or know how to deal with these kids. Each year, more and more immigrant children move to the United States - and they are not just moving to large cities. These kids get a free education just like every other child - and they have additional needs that must be met. VI-S: I would imagine that home life in their native culture would be precedent in their life. So the short time they are in school trying to learn the English language is very difficult. They can't bring home books to get help on from their parents. Teachers then get frustrated and then it becomes a circular issue.


 * Mandy's ?s**

1. Do you have a diverse population at your school? TH: We are one of three (out of 8) elementary schools in our district that is designated an ESL school. I serve three schools total (the kids are shipped to our school if they qualify for services). We also have a fairly large native American population. AW: No! There is not much diversity at all. Our school is made up of mostly Caucasian students, split half girls, half boys. They are from a two parent home with siblings. Most are middle to upper class and they are Christian in faith. Again, it's because we are private!

2. Since budget cuts have eliminated some programming for ESL students, what would you do differently for those ESL students who are in your classroom? TH: We have a large enough ESL population district-wide, that our ESL program has actually grown. We are adding our third elementary ESL site this coming school year. However, schools without an ESL program need to focus on vocabulary development. ESL kids not only don't know the technical vocabulary, they don't know the social vocabulary. They are smart kids, but need vocabulary development. The strategies I would use depend on several variables: length of time the child has been in the country, level of fluency, etc. For newcomers, ideally, I would pair them with a fluent (or almost fluent) child who speaks the same native language - for translating, etc. It is important for the teachers to understand that these kids will go through a "silent period" for up to a year. That does not mean, however, that the child should not be taught during this time, it just means that they may not speak to you or others during this time. I would focus on social English first, then move the focus to academic English. They need visuals, and graphic organizers make their lives much easier. The teacher must remember that these kids are doing two overwhelming jobs at the same time - learning English and learning content. AW: This is not a problem for me. I don't make accommodations now, so I wouldn't have to anyway. Most likely I would call Toni in a case like this...for real, I would. Toni does such wonderful things with her ESL learners. Therefore, I would gladly follow her advice.

3. If you had a special education student that had a learning disability but was also ESL what would your focus of instruction be on? TH: Since language has to be ruled out as the "primary" problem for these kids, I would focus on the IEP. These kids are usually served by both the Special Education teacher and the Speech/Language pathologist. It is doubtful that they will ever test fluent, since the English Language Proficiency test used by the state of Oklahoma gets progressively more difficult as they move through the grades. Kindergarten has it's own test (that must be administered individually - at about 45 minutes per child). 1st/2nd take the same test, 3-5 take the same test, 6-8 take the same test, and 9-12 take the same test. How they score those tests is the difference, it is adjusted according to grade level. However, the amount/content of the reading increases with each testing level. So, if a 6th grader is reading on a 2nd grade level, he will have difficulty with reading the test. We are working on getting the testing company to devise a test for those special education kids - but it probably won't happen anytime soon. AW: I would focus on the language first and then work through the disabilities as they came along. If I could work with the child really understanding me, then I could help in the learning problems.

Toni's ?s 1. The article discussed output strategies for ELL students. Do you feel the average classroom teacher understands and plans for this type of interaction with ELL students? VI-S: No. I think regular classroom teachers find it difficult to reach ELL students. They are unfamiliar with what to do/ how to help. AW: I agree with Vanessa. I don't think the average teacher understands of implements plans for interaction with ELLs. Especially if the teacher is not culturally aware of herself. Training and professional development is needed in this area. I am quite certain that I really fall in this category, sadly, because of my lack of exposure to this in my classroom.

2. How are struggling readers helped in your school? Is it different for the students from diverse backgrounds/diverse language backgrounds? VI-S: Struggling readers usually qualify for title one and get pulled out for 30 minutes daily. I believe that they qualify from their STAR scores in reading, so all students are looked at. AW: We provide a remedial reading class with a qualified reading specialist for 30 minutes a day. It's a pull out program based on test scores. We don't have diverse or ELL students, because we don't have the means to help them adequately.

*3. What are some ways teachers can promote ownership of literacy to students of diverse backgrounds? VI-S: Students with diverse backgrounds need to be given strategies that they can use to figure out what words mean. They need to be encouraged and have a variety of resources to use. Books that are in their native language paired with the English version would be great. AW: Basing reading on literature, with a focus on comprehension, would benefit ELL students. In addition, the author suggests not using ability grouping because ELL students are always put in the lowest group. Students need interaction with native speakers and readers to model the best fluency, expression, and comprehension. Also, the culturally responsive teacher teaches in a way that promotes values and standards of the students' home life.


 * Vanessa's ?s

1. How do you motivate your students to read?** TH: I am excited about reading every day - and I just EXPECT them to be excited, too. Usually they are. My kids have to work so much harder than any other kid in the building - so I show them how good they are doing (show them their progress) on a regular basis. AW: I use praise and try to choose strategies that are engaging. When we do engaging activities, my children want to participate. Also, I use bribes in the form of "compliments". I use gummy snacks or m&ms as treats to reward my students for participation. It works very well and my kids want to learn!

TH: That's all I do! I have a 30 minute pull-out ESL class for each grade (and some grades have two 30 minute slots because of their numbers). AW: It really doesn't right now. This chapter has caused me to think about that more. Although, there is not much culture in my classroom. Most of my students are white children.
 * 2. How does your reading instruction include culturally diverse backgrounds?**

TH: Vocabulary, Vocabulary, Vocabulary. Teachers have to teach the vocabulary. ELLs don't understand some very basic words (ex: I had a 3rd grade child going on a field trip. She didn't understand what the teacher meant by bringing a sack lunch. She wanted to know where to buy one of those. The teacher was frustrated and asked me what to do. I asked her if she had shown her the sack she meant. She hadn't, but promptly pulled one out of the cabinet. The little girl exclaimed, "oh, you mean a bag lunch!"). <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 10pt;">AW: Well, I will take what Toni is saying because she works with ELLs all day. I think Vocabulary is important, especially when it comes to understanding humor. We interpret language and learning differently. Also, incorporating and appreciating culture is important. Students need to feel like they are unique, but not strange. That's hard to do!
 * 3. How can a regular classroom teacher help ELLs to read?**