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Validating multiple cultures and socio cultural competence

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Validating multiple cultures and socio cultural competence

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Modeling celebrating cultural capital

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Students can share what they know/learned in the language that they feel most comfortable. They prove that they have mastered the material (or not).

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Students can share what they know/learned in the language that they feel most comfortable. They prove that they have mastered the material (or not).

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Students are hearing multiple languages in the classroom. The teacher is translating the guiding questions into the students home language.

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Students are allowed to respond in both writing and discussion in any language.

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STRATEGIC collaborative grouping to participate in constructive conversation about an artifact

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STRATEGIC collaborative grouping to participate in constructive conversation about an artifact

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Students can bounce ideas off of each other.

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Students can bounce ideas off of each other.

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students are allowed to speak a greeting in their language, and this validates them as a whole person, not just a student that takes up a seat.

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students are allowed to speak a greeting in their language, and this validates them as a whole person, not just a student that takes up a seat.

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can peer coach

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Acknowledging students diverse cultural backgrounds.

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Strategic grouping allowed for students to face each other while engaging in the learning process.

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Strategic grouping allowed for students to face each other while engaging in the learning process.

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Facilitates dialogue; provides student scaffold

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Listening for directions/instructions; Discussions opportunities for oral development and discussions around focus students on summarizing aspects from reading

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Listening for directions/instructions; Discussions opportunities for oral development and discussions around focus students on summarizing aspects from reading

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Students who speak primarily Spanish are paired with students who can speak both Spanish and the target language.
This helps the more experience speakers model for the newcomers

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By combining students who are at varied levels of proficiency in English, students are able to support each other. However, I want to point out that it appears that this group includes only students who are fluent in Spanish, whereas I have many students who do not speak Spanish.

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Culturally Responsive, teach Language Skills Across the Curriculum, emphasize Productive Language, and increase Your Wait Time

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Culturally Responsive, teach Language Skills Across the Curriculum, emphasize Productive Language, and increase Your Wait Time

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Some students use their home language to express their ideas about the artifact and (another student) translates into English.

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Some students use their home language to express their ideas about the artifact and (another student) translates into English.

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Students practice all of the skills that assessments such as the ELPAC look for: reading, writing, listening, and speaking.

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Students practice all of the skills that assessments such as the ELPAC look for: reading, writing, listening, and speaking.

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The teacher translates and allows for students to respond in their home language.

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grouping is good for students to learn to practice and bring down their anxiety. If they are with students that are also learning the language they may feel less afraid to practice speaking.

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grouping is good for students to learn to practice and bring down their anxiety. If they are with students that are also learning the language they may feel less afraid to practice speaking.

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students feel known, appreciated, and comfortable taking emotional and
taking risks

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1/2/4 grouping allows for students to build mastery; gain confidence; rehearse; practice

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1/2/4 grouping allows for students to build mastery; gain confidence; rehearse; practice

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Through strategic grouping, students provide access to one another as understandings are shared aloud.

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Through strategic grouping, students provide access to one another as understandings are shared aloud.

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Students are engaged in constructive conversations.

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Grouping, Close reading, sharing ideas, applying their academic conversation to writing.

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Grouping, Close reading, sharing ideas, applying their academic conversation to writing.

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heterogenous groups give students maximum opportunities to learn from each other.

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heterogenous groups give students maximum opportunities to learn from each other.

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A safe zone for students to express themselves

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A safe zone for students to express themselves

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students are hearing greetings in multiple languages when class starts each day.  Students discuss the context in English and Spanish. 

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students are hearing greetings in multiple languages when class starts each day.  Students discuss the context in English and Spanish. 

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students being greeted and being able to greet group in either language; annotating in either language; and engaging in discussion in either language

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students being greeted and being able to greet group in either language; annotating in either language; and engaging in discussion in either language

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All home languages were validated from the outset by welcoming students in every culture's language and thus prepares students for total acceptance by the teacher, the school, and acknowledging one another's importance in the learning zone.

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All home languages were validated from the outset by welcoming students in every culture's language and thus prepares students for total acceptance by the teacher, the school, and acknowledging one another's importance in the learning zone.

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Active Listening and Extended Communication

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Active Listening and Extended Communication

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practicing language using their own language to understand the question

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practicing language using their own language to understand the question

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Students were grouped with the peers and are encouraged to annotate the text in English and their primary langauge.

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Students were grouped with the peers and are encouraged to annotate the text in English and their primary langauge.

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Students are able to speak their Home language with praise and not with fear of repercussion.

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Students starts sharing in groups of 2 and then move on to groups of 4.

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Students starts sharing in groups of 2 and then move on to groups of 4.

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Students' language learning is supported by their primary language knowledge.

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Students' language learning is supported by their primary language knowledge.

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Students are able to participate in collaborative discussions and able to build on. that language positively.

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Students are able to see themselves by seeing thier own peers providing Model examples

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Students are able to respond in their home language

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Students use English and their home language during the discussions of the context.

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Students use English and their home language during the discussions of the context.

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Grouping will always help lessen students' anxieties as they are able to collaborate with those who display some of the same challenges they are facing in mastering English.

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Grouping will always help lessen students' anxieties as they are able to collaborate with those who display some of the same challenges they are facing in mastering English.

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The students were using both their home language and English throughout their classroom discussions of the readings/writing prompts.