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My Why

Some Background

In the present-day, classrooms are becoming increasingly diverse, presenting a significant challenge in promoting equal participation among students with varying language proficiency levels. This study focuses on a 4th grade classroom in a dual immersion school, where both Spanish (60%) and English (40%) are used for instruction. Within this classroom, a noticeable discrepancy arises in terms of voluntary engagement, with English-only students (referred to as EO) dominating classroom discussions, while English-learner students (EL), who primarily speak Spanish, contribute significantly less. The objective of this research is to address this issue, recognizing its impact on the language development and fluency of EL students, as well as the missed opportunities for EO students to gain valuable perspectives and insights. Additionally, the underperformance of EL students compared to their English-fluent peers raises concerns about academic achievement.
As someone who grew up as an English language learner, I can personally relate to the significance of this research. It resonates with my own culture and upbringing, as I understand the lack of representation and voice that often exists in the classroom. By amplifying the voices of underrepresented students, we not only provide them with an opportunity to be heard but also offer a chance for others to broaden their perspectives and gain a deeper understanding. Through this process, we can bring about positive change and create a more inclusive classroom environment.

Research that gives me hope.​

George Couros, an influential educator and author whose work aligns closely with the challenges faced in diverse classrooms. His focus on innovation, leadership, and the use of technology to enhance learning experiences has inspired educators worldwide. Couros advocates for fostering a culture of innovation in schools, promoting inclusivity, and leveraging students' unique backgrounds and strengths. His insights on creating meaningful connections with students and empowering them to embrace their voice and identity provide valuable inspiration for addressing the issue of unequal participation in diverse classrooms.
Source of inspiration: Couros, G. (2015). The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting, Inc.

Zarreta Hammond is an esteemed educational researcher and author known for her work in culturally responsive teaching and equity in education. Her research focuses on addressing disparities in educational outcomes among diverse student populations. Hammond emphasizes the importance of acknowledging and embracing students' cultural backgrounds, incorporating culturally relevant teaching practices, and creating inclusive classroom environments. Her work provides valuable insights into promoting equal participation among students with different language proficiency levels by valuing their diverse identities and creating a supportive and inclusive learning community.
Source of inspiration: Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin.

John Hattie is a renowned educational researcher known for his extensive meta-analyses on the factors that contribute to effective teaching and learning. His research provides evidence-based strategies and insights that can be applied to address the challenges of unequal participation in diverse classrooms. Hattie's work emphasizes the significance of creating a positive learning environment, providing feedback, and promoting student engagement to enhance academic achievement. His research-backed recommendations on instructional strategies and classroom practices offer valuable inspiration for fostering equal participation and improving academic outcomes for all students.
Source of inspiration: Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.

Research

Design Process

Support and Next Steps