The Benefits of Culturally and Linguistically Diverse Classrooms Kristie Horn Walden University Instructor, Dr. Jeri Corey: READ 6718O January 31, 2016

3 rd Grade ELL Learner My ELL student whom I will refer to as Student A, is an 8 year old, male child who has attended my school since Kindergarten. He speaks Mandarin at home and while his parents do speak some English, Student A often acts as a family interpreter liaison between home and school. Student A also has an older brother in the fifth grade who is also in the gifted program. Student A is very well behaved, dedicated to his studies, and a highly- motivated learner. He is also fun-loving and has many friends.

Background Information on ELL Learner Student A began Kindergarten at my school, only 3 months after moving to the states from China. Unfortunately, with only having exposure to Mandarin, the experience was extremely traumatic for Student A and he cried for two weeks straight. He spent most of the mornings curled up in our guidance counselor’s lap. My school hosted an emergency Student Support Team meeting. The SST committee met with his parents and they all agreed that placing him in a state funded Pre-K would best help him transition into an English speaking school setting. The following year after Pre-K, Student A was reenrolled at my school and was even tested for the gifted program in the first grade. He qualified and is now thriving both academically and socially. Although understanding the nuances of English is still an on-going process, he has come along way in such a short span of time. He is exceptionally gifted in mathematics and has an incredible sense of humor. His bubbly personality melts the hearts of all who work with him, including me.

Socioeconomic Status Student A comes from a low-middle socioeconomic background. His parents own a local Chinese restaurant along with his aunt and uncle. Both family reside in one household along with a grandmother. There are 4 children who live in this household. While they all would qualify for free and reduced lunch, Student A’s mom and aunt take turns bringing freshly prepared food to school every day from their restaurant.

Academic Challenges Student A exceeds in math and science. While he reads slightly on grade level, he struggles in writing and is even receiving afterschool tutoring for written expression. The most challenging aspects in reading for Student A in language Arts is figurative language and Inference skills. It is essential that I remember to create opportunities for Student A to help bridge the gaps that prevent him from meeting the rigorous demands of the Common Core State Standards (Dong, 2014).

Funds of Knowledge Teachers need to utilize the cultural, cognitive, and diverse life experiences of their students in order to help them make connections based on what they already know with what they need to learn within the academic learning environment (Gonzalez, Moll, & Amanti, 2005).

Funds of Knowledge Linguistic  Student A is fluent in both Mandarin and English. He does not like to speak in Mandarin at school even when his peers ask him to.  On occasion he will act as an interpreter for his parents during conferences or when his parents do not understand s. Cultural  Student A has shared with me that living in a home with aunts, uncles, cousins, and grandparents are part of his culture.  Sometimes he wishes it was just his parents and brother because the house is often loud.  Student A eats Chinese food for lunch and dinner. His mother or Aunt even bring freshly prepared food from their local restaurant into the cafeteria for Student A to eat.  Celebrates many Chinese festivals, as well as, the Chinese New Year.

Funds of Knowledge Family  Student A comes from a very loving and supportive home. His family is very tight- knit. His female cousins are more like sisters than cousins.  Student A is very protective of his older brother and cousins.  Student A’s mother is more involved in his schooling than his father.  Student A often refers to his grandmother as the matriarch of their family. Experiences  Student A works in his family’s restaurant on weekends doing menial tasks like sweeping and wiping tables.  Student A has only been back to China once since moving to the states.

Funds of Knowledge Practical Exploring and reaching out to learn about Student A’s cultural values and the life skills of his family has provided me with practical ways to develop a closer relationship with both Student A and his family (Nieto & Bode, 2008).  Student A is extremely well-liked and enjoys learning.  Student A loves solving math problems and participating in STEM activities.  Student A is a highly motivated learner. He is always willing to re-do something that is not given an “A”.  Student A is a peace keeper within the classroom. He follows the classroom expectations and acts as a positive role model towards his peers.

Strengths and Challenges Related to Literacy Expectations of the Common Core State Standards Strengths for Student A:  Is able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ( ELAGSE3RI1)  Determine the main idea of a text; recount the key details and explain how they support the main idea. ( ELAGSE3RI2) Challenges for Student A:  Is able to read fluently, although his dialect often makes his reading difficult to understand when he reads orally.  Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text. (ELAGSE3RL4)

References Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, NJ: L. Erlbaum Associates. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education. Boston: Pearson/Allyn and Bacon. Dong, Y. R. (2013). The Bridge of Knowledge. Educational Leadership, 71 (4), 30– 36. Retrieved from the Walden Library databases. Third Grade Standards - Common Core Standards | Common Core Activities, Worksheets, and Workbooks. (n.d.). Retrieved January 20, 2016, from