Bilingual, Multilingual, and Multicultural Education Commons^™

The Immigrants In The Central Coast Of California Need Motivation To Attend Classes And Learn English As Their Second Language, Martin Rodriguez-Juarez

Master's Projects and Capstones

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included.

Parental Support For Newcomer Children’S Education In A Smaller Centre, Xuemei Li, Antoinette Doyle, Maureen Lymburner, Needal Yasin Ghadi

Comparative and International Education / Éducation Comparée et Internationale

This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semi-structured interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed newcomer parents’ difficulties in understanding the school system, limited engagement with the school community, isolation from other parents, and barriers to understanding and connecting with other parents. Among these newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement need to be viewed multi-dimensionally, and that the creation of a …

Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega

Democracy and Education

This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak in an …

Interacting With Muslim Students: Strategies That Work, Oscar Osindo

Faculty and Staff Institute

This presentation will help faculty to become familiar with Muslim values and customs that might affect classroom relationships and learning. The Muslim and Christian worldviews are in conflict, which is reflected in day to day Muslim practices such as outward manifestation of their faith and practice, in lifestyle and their general view of community structures. This presentation will provide practical suggestions and how to build bridges towards healthy intercultural classroom atmosphere.

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Crossing Cultures In The Classroom (Repeat), Cheryl D. Doss, Oscar Osindo

Faculty and Staff Institute

Andrews has one of the most diverse student populations in the US. This seminar will focus on how to use that cultural diversity to help students develop a healthy cultural sensitivity, attitudes of awareness and openness, and the intercultural skills needed for effective Christian living and mission in an increasingly multi-cultural world.

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Crossing Cultures In The Classroom, Cheryl D. Doss, Oscar Osindo

Faculty and Staff Institute

Andrews has one of the most diverse student populations in the US. This seminar will focus on how to use that cultural diversity to help students develop a healthy cultural sensitivity, attitudes of awareness and openness, and the intercultural skills needed for effective Christian living and mission in an increasingly multi-cultural world.

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Culturally Aware Teaching: A Supplemental Reference Guide For Intermediate Secondary School English Language Learners, Jessica A. Mccrane

Master's Projects and Capstones

This project takes a critical eye at the cultural biases in place in the Common Core State Standards (CCSS) curriculum and the New York State (NYS) English Regents examination currently being used in the state of New York. Taking into account the diverse population of students currently attending secondary school in NYS, more culturally diverse lesson activities have been created. These activities take the Whorf-Sapir Hypothesis (Whorf, Lee, Levinson, & Carroll, 2012) and interlanguage pragmatics (Martínez Flor & Alcón Soler, 2008) into consideration to help English language learners (ELLs) learn the language in a manner that lowers anxiety and is …

Beyond Behavior, Craig C. Laupheimer

Scholarship and Engagement in Education

Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …

Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales

Democracy and Education

In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …

“I Didn’T See It As A Cultural Thing”: Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision, Linda B. Griffin, Dyan Watson, Tonda Liggett

Democracy and Education

Student teaching supervisors can play an integral role in teacher candidates’ ability to understand and enact culturally responsive pedagogy (CRP). However, supervisors may lack the awareness, knowledge, skill, or willingness to serve as culturally responsive supervisors. This paper reports the findings from a qualitative study to find out how supervisors described and supported CRP. We found that supervisors hold unsophisticated views of CRP and face the following challenges enacting culturally responsive supervision: feelings of inadequacy, difficulty talking about race, color-blind orientations, and a tendency to purposefully avoid race talk. We provide recommendations for professional development to address these challenges and …

The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney

Honors College Theses

The United States is continuously growing, and as it grows it has become more and more diverse. As diversity increases, awareness of culture becomes a more pressing and important manner. So, while schools have often worked to include and encourage multiculturalism and diversity within their boundaries, one major section has been left out of the equation. The importance of linguistic diversity is vastly misunderstood and left out of teacher education programs, negatively impacting young students, particularly those of traditionally marginalized groups. In order to better prepare prospective teachers and to help provide a real social change in an inherently racialized …

Tripl - Living, Learning, Leading: A Program For Ongoing Cultural Training For House Leaders At Mossgate Preparatory School, Stephanie Munson

Capstone Collection

This paper is a program proposal for an ongoing intercultural training program for boarding house leaders at Mossgate Preparatory School (MPS). High turnover rates for house leaders at MPS have been linked to conflict and frustration related to living and working in a multicultural environment. A Multicultural Competency questionnaire was distributed to 2014-15 MPS house leaders, and the results showed that approximately half of all house leaders had never received any sort of intercultural training. In order to address this need, the TripL Program was conceived.

Through initial and ongoing trainings conducted for all house leaders at MPS, the TripL …

Teachers' Preparation To Teach English Language Learners (Ells): An Investigation Of Perceptions, Preparation, And Current Practices, Pamela K. Correll

Theses and Dissertations--Curriculum and Instruction

This qualitative case study examined the perceptions of 79 elementary teachers regarding their preparation to teach students learning English as a second language (ELLs). The focus of this inquiry centered on factors related to the preparation of teachers for serving non-native English speaking students. The research questions that guided this study are: (a) What are teachers’ perceptions of their preparation for teaching English learners?; (b) What types of preparatory experiences do teachers perceive as supportive of their preparation for teaching ELLs?; and (c) How do teachers’ perceptions of their preparation shape their practices with ELL students?

Findings of this study …

Feedback On Second Language Pronunciation: A Case Study Of Eap Teachers’ Beliefs And Practices, Amanda Baker, Michael Burri

Australian Journal of Teacher Education

In the modern English language classroom,

Abstract: In the modern English language classroom, teachers are often faced with the challenging task of supporting students to achieve comprehensible pronunciation, but many teachers limit or neglect giving students feedback on their pronunciation for a variety of reasons. This paper examines the case of five experienced English for Academic Purposes (EAP) instructors who strive to provide feedback on specific features of pronunciation that negatively affect students’ comprehensibility. Results derived from semi-structured interviews, classroom observations and stimulated recall interviews reveal that the teachers use similar approaches to select and provide feedback on problematic features …

Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert

Australian Journal of Teacher Education

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …

Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

While Ruiz’s (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings and expansions of Ruiz’s language-as-resource (LAR) approach and ways in which teacher education programs can model this orientation in their own classes, including those programs, like ours, that prepare mostly monolingual preservice and in-service teachers to work with bi/multilingual students. The authors pursue this by laying out the theoretical framework for …

Making Your Traditional Text Work: Input, Scaffolding And Communication, Andrew J. Demil

The Coastal Review: An Online Peer-reviewed Journal

Second Language Acquisition (SLA) studies provide evidence that comprehension activities that involve meaningful language production and communication promote language acquisition more effectively than mechanical drills. Recent studies review the state of foreign language textbooks and demonstrate that the majority of foreign language textbooks do not follow SLA research. This article provides ways that a second language instructor can use a traditional text to help lead to meaningful language instruction.

Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge “Common Sense”, Lilia D. Monzó, P. Zitlali Morales

Education Faculty Articles and Research

In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …