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MY STUDENT Part 3: Benefits of Culturally and Linguistically Diverse Classrooms.

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Presentation on theme: "MY STUDENT Part 3: Benefits of Culturally and Linguistically Diverse Classrooms."— Presentation transcript:

1 MY STUDENT Part 3: Benefits of Culturally and Linguistically Diverse Classrooms

2 Background Information o 7 years old o 2 nd grade o Female o African American o Home language – English (nonstandard dialect) o Low Socioeconomic Status – receives free breakfast/lunch and food to take home over weekends and long breaks This child is both academically challenged and brings a rich cultural and linguistic background to the classroom.

3 Academic Challenges ■Speech and language impaired ■Significantly below grade level in ELA –Reading at an independent D (Benchmark for 2 nd grade is an independent M) –Can identify 68/248 second grade sight words

4 Funds of Knowledge What does ‘funds of knowledge mean’? o According to Marshall, funds of knowledge refers to “cultural practices and bodies of knowledge and information that households use to survive, to get ahead, or to thrive” (Marshall, 2010).

5 Funds of knowledge continued…. Linguistic ■Speaks English (nonstandard dialect) Ex: “She do that!”, “What he do?” ■Uses code-switching between what is expected of her at school and the dialect that is used at home -Changes language setting by setting (Wheeler, n.d.).

6 Funds of knowledge continued…. Cultural ■African American ■Risko & Walker-Dalhouse (2007) state that African Americans students are the students that require the most educational support.

7 Funds of knowledge continued…. Family ■Single parent home with multiple siblings ■School is not valued -homework never comes back -permission slips never signed -parent will not respond to phone calls or notes that are sent home ■Lack of parental involvement – Parent involvement correlates with student success (Ghiaciuc et al., 2006) ■Older siblings are constantly in trouble with the law (Focus is on the older siblings)

8 Funds of knowledge continued…. Experiences ■Lacks many childhood experiences such as going to parks, the zoo, visiting a farm, riding bikes, family vacations, etc. ■Limited exposure to learning opportunities – students lack appropriate background knowledge (O’Neal & Ringler, 2010). ■Her mom is usually focused on her older siblings – pays little attention to her – this is why she constantly seeks social interactions at school (can often be behavioral to seek attention)

9 Funds of knowledge continued…. Practical ■Students know how to complete certain tasks or skills because of who they are surrounded by. ■At home, this student is not expected to put forth her best effort. Meanwhile at school, I scaffold her to complete tasks independently which requires her to put forth a great deal of effort.

10 Strengths related to literacy expectations of the CCSS ■My student is able to write down the sounds of the letters that she hears to create words. ■Excels with writing CVC words.

11 Challenges related to the literacy expectations of the CCSS ■Reading - understanding the meaning of vocabulary from certain topics or themes. ■Writing – brainstorming ideas on certain topics or themes. ■Lacks a lot of necessary background knowledge

12 References Ghiaciuc, S., McIntyre, E., Kyle, D., & Sutherland, M. (2006). Conflicts and Challenges of Educators', Students' and Families' Education Goals. Journal Of Urban Learning, Teaching, And Research, 21-19. Marshall, E., & Toohey, K. (2010). Representing Family: Community Funds of Knowledge, Bilingualism, and Multimodality. Harvard Educational Review, 80(2), 221–241. Retrieved from the Walden Library databases. O'Neal, D., & Ringler, M. (2010). Broadening our View of Linguistic Diversity. Phi Delta Kappan, 91(7), 48–52. Retrieved from the Walden Library databases. Risko, V. J., & Walker-Dalhouse, D. (2007). Tapping Students' Cultural Funds of Knowledge to Address the Achievement Gap. Reading Teacher, 61(1), 98–100. Retrieved from the Walden Library databases. Wheeler, R. S. (n.d.). Code-switching: Insights and strategies for teaching Standard English in dialectally diverse classrooms. Retrieved from http://www.agi.harvard.edu/Search/download.php?id=127


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