Benefits of Culturally and Linguistically Diverse Classrooms Bridget MacQueen Walden University Jeri Corey READ 6718O-1 January 31, 2016

All About Student A 11 years, 5 months old Male 6 th grade (at the elementary level) Home language: Spanish Socioeconomic status: low/working class Youngest of 5 siblings Is 1 of 12 males in a class of 22 students.

Socioeconomic Background Parents immigrated to the United States when after they were married in their late teens. The family now owns a restaurant that has been mildly successful in the neighborhood. Both parents work in their restaurant full time. Mother speaks Spanish as her first language, and English as her second, however it is limited. Father speaks Spanish exclusively. Student A qualifies for free and/or reduced lunch.

Academic Challenges Below grade level scores on DIBELS benchmark. Struggles with pacing when practicing oral reading fluency. Difficulty with reading comprehension.

Funds of Knowledge When teachers utilize a student’s funds of knowledge, they scaffold on what students already know from home. Many families have specialized knowledge that can be used by teachers to build new knowledge on (Murillo, 2012).

Funds of Knowledge: Linguistic Student A is fluent in Spanish. Teachers should encourage students to continue to read and write in their first language (Laureate Education, 2014).

Funds of Knowledge: Cultural Student A’s family returns to Mexico annually over the winter break at school. Celebrates all Mexican holidays.

Funds of Knowledge: Family Student A attends school regularly. Parents are available when a conference is needed, or a family representative attends. Student A is the youngest of five siblings. Parents always return forms that need to be signed and regularly check in with the teacher for updates on Student A’s progress.

Funds of Knowledge: Experiences Student A has traveled to Mexico annually for his entire life. He has gone on a family cruise to Mexico. He works in his family’s restaurant on the weekends doing menial work in the kitchen. Student A has lived in the same home since he was born.

Funds of Knowledge: Practical Student A is well-accepted by his peers and gets along with others. Willing to participate in all classroom discussions and activities. Loves to read short informational books. He works hard and is a determined student. Strives to do his best at all times. Encourages his classmates when they are struggling with a concept and volunteers to help them.

Strengths Related to Literacy Expectations of the CCSS Student A is able to read fluently and decode most grade level words. Writes in complete sentences. Speaks in complete sentences. Has stamina when faced with difficult tasks.

Challenges Related to Literacy Expectations of the CCSS Student A struggles with comprehending grade level texts. Lacks knowledge about academic vocabulary. Struggles with transferring thoughts and ideas to paper.

References Laureate Education (Producer). (2014). Valuing linguistic diversity [Video file]. Baltimore, MD: Author. Murillo, L. (2012). Learning from bilingual family literacies. Language Arts, 90(1), 18–29.