 Maestra Martín
Two-sided heart. Student to teacher. Reciprocated. Wordless, but heart and smile spoke volumes! ELL Stakeholders creating, supporting and bridging. |
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Culturally Competent Pedagogy is Essential for English Language Learners' Success
The “Achievement Dilemma” as stated by Dr. Geneva Gay, would decrease if educators were mindful, deliberate and effective with culturally responsive strategies for ELLs. Opportunities to access equity for academic achievement would be provided.
According the California Census of 2013, 1.4 million students in public schools are ELLs, which form 22.7% of student population.
Development of culturally responsive teaching is imperative in order to meet ELLs' needs, therefore addressing the following key items identified will create foundation for success.
*What does culturally competent pedagogy look like in the classroom for ELLs? What do teachers need to know in order to do this?
*What are ELLs’ academic performance? Behaviorally? How involved are families of ELLs? How active are educators in communicating with families? What support is accessible from stakeholders?
*How does being mindful support ELLs to access equitable and meaningful knowledge that will lead to academic success in an inquiry based instructional model? How will schools promote pride in cultural and linguistic heritage?
*What do we need to do to support them? How will we know it is working? What will we do if it doesn’t work?
*How will I model, learn, teach, inspire, motivate teachers in this shift of pedagogy for many?
*How will teachers develop awareness of and positive disposition toward their students' cultural and linguistic heritage, their communication styles, and of their students’ dialects of English? How will teachers learn empathy?
*How will difficult conversations be had regarding biases, racism and gender?
*How will teachers draw on and value students? How will teachers address language and status?
According the California Census of 2013, 1.4 million students in public schools are ELLs, which form 22.7% of student population.
Development of culturally responsive teaching is imperative in order to meet ELLs' needs, therefore addressing the following key items identified will create foundation for success.
*What does culturally competent pedagogy look like in the classroom for ELLs? What do teachers need to know in order to do this?
*What are ELLs’ academic performance? Behaviorally? How involved are families of ELLs? How active are educators in communicating with families? What support is accessible from stakeholders?
*How does being mindful support ELLs to access equitable and meaningful knowledge that will lead to academic success in an inquiry based instructional model? How will schools promote pride in cultural and linguistic heritage?
*What do we need to do to support them? How will we know it is working? What will we do if it doesn’t work?
*How will I model, learn, teach, inspire, motivate teachers in this shift of pedagogy for many?
*How will teachers develop awareness of and positive disposition toward their students' cultural and linguistic heritage, their communication styles, and of their students’ dialects of English? How will teachers learn empathy?
*How will difficult conversations be had regarding biases, racism and gender?
*How will teachers draw on and value students? How will teachers address language and status?
Driving Question: If a teacher is mindfully using culturally competent pedagogy, then how will that affect English Language Learners' success?
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The Supreme Court case Lau v. Nichols in 1974 declared that the equality of educational opportunity for students who do not understand English requires:
Access to grade level content area instruction and Access to learning the English language English Language Development (ELD) Standards were first developed in 1999 and aligned with English Language Arts (ELA) Standards in 2012. They were established in direct response to research showing that language is a complex adaptive system of communicative actions and that learning language requires participation in a range of valued meaning-making practices. Unfortunately English Language Learners are falling behind. Despite clear ELD standards the achievement gap is widening (Darling Hammond). Something isn’t working. This study attempts identify the missing piece for ELL success and develop tools and strategies to close the gap. |
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