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I earned that in order to include Funds of Knowledge and Culturally Based Language Teaching strategies in my classroom, it first starts with education and training of it. Dimension 5.1 talks a lot about the knowledge of self, identity, and beliefs. I first have to be knowledgeable in these areas so I can become more aware of them. Then I have to become more educated in Funds of Knowledge and Culturally Based Language Teaching and learn more about the ways I can practice it in my own classroom (Culturally Responsive Education in Action, 2021).

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Ways that I can strengthen my funds of knowledge are by

visiting households and meeting with parents to learn more about their child and their home life.

Participate in interviews that are structured or unstructured with parents and family to gain more information about the family’s culture and how they demonstrate it in different aspects.

I can also look at any documentation that the student has to help me understand their academic journey better as well.

Strengthening my Funds of Knowledge will help strengthen my skills of Dimension 5.3 of implementing culturally inclusive content in my classroom and making learning culturally efficacious (Diaz-Rico, 2013, p.204) (Funds of Knowledge with Luis Moll, 2015).

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Influence in the classroom/Dimension 5.5

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Influence in the classroom/Dimension 5.5

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The importance of culturally based language teaching is the motivation and inclusion it brings to the classroom “Bringing rich cultural context into the classroom can motivate students to learn English” (Diaz-Rico, 2013, p.279).

It teaches the language of the students by using their culture and it makes English “more accessible” (Diaz-Rico, 2013, p.279). Knowing more about the importance of culturally based language teaching helps to have more culturally caring practices and bring those into the classroom learning environment which all work on my Dimension 5.5 skills.

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Using the funds of knowledge can look like teachers gathering and using the educational background information of a student and also the home life/outside background information to help gain a better understanding of the student's needs.

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One of the ways imagination can help with acquisition of SLA is done through guided imagery which “encourages them to practice creating specific visual images” (Diaz-Rico, 2013, p.204). This can be done through guided fantasy stories as well where teachers set up a vivid imagery of the story to help the students make their own imagery with language being spoken.

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Influence in the Classroom/Dimension 5.2

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Influence in the Classroom/Dimension 5.2

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Picture books can be used to help ELLs in the classroom with the learning processes and the imaginary. Reading picture books can offer guides into the imaginary and can also help with classroom community, give examples of good writing, offer opportunities to have authentic conversations, and showcase text features. This relates to dimension 5.2 by promoting equity by demonstrating consciousness and respect for diversity and student identities because reading picture books can promote respect for diversities and student identities and offer many benefits to help SLA acquisition (5 Reasons to use picture books with older  https://youtu.be/_W4h9AahQy0)

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Knowing your L1 fulfills most if not all of your basic needs and includes friendships and family and so this causes the acquisition of the L2 to not feel as necessary or important. In order to combat this, we bring in the imagination. Students working on their L2 “must develop some capacity to imagine themselves speaking a different language. Students at different ages have differing access to the imaginary and link this to language acquisition in age-predictable ways” (Diaz-Rico, 2013, p.202).

It is important to help ELLs to understand that using your imagination for L2 acquisition provides a fun escape from the everyday realities that we face. This relates to dimension 5.5 of having knowledge of culturally-caring practices that help with social-emotional development.

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"Teaching writing in a way that sustains interest, information acquisition, and lifelong self-expression" (Diaz-Rico, 2013, p.188) are positive influences on grammar and literacy instruction for English language development in the classroom that allow students to be creative and write and learn about things that matter to them.

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An approach for Second language learning can look like building on the schema of what learners already know. The 3 different types of schema are cultural and content, text processing, linguistic, and grammatical. Making sure students have a strong schema of background knowledge can help them understand and make them feel more comfortable to participate

(Diaz-Rico, 2013)

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Approaches to Second Language Teaching - Balanced Literacy Approach

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Approaches to Second Language Teaching - Balanced Literacy Approach

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Having a balanced literacy approach can help properly instruct ELLs in the classroom because it helps students become better readers and writers. Ways to implement this

dimension 5.4 of using appropriate pedagogical strategies to promote language development with the balanced literacy approach are choral reading, read-alouds with teacher modeling thinking aloud, reading workshops, shared writing, interactive writing, writing workshop, and word study.

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When reflecting on our ideas, beliefs, and practices. It is vital for an ELL teacher to remember and reflect on the concept of scaffolding in schools because some ELLs were not born in the

U.S. and did not grow up here as long as a child who was born in the U.S. so, sometimes teachers may already expect that an ELL understand something that a child of that grade level should be able to understand but they do not because they have not had that same amount of time of L2 instruction.

(Why ELLs Need Scaffolding).

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When planning and practicing listening comprehension strategies, it is important that students have prior knowledge and schema about the topic that will be talked about "Students learn best when they already know something about the subject matter and can draw from this prior knowledge" (Diaz-Rico, 2013, p.137). This relates to dimension 5.3 of having knowledge of culturally inclusive content. A couple of weeks ago, my 4th-grade class had an activity that was Thanksgiving themed but I had a student who did not know what Thanksgiving was so I had to figure out a way to build that schema and implement something else for that student to make learning culturally inclusive to for all my learners.

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Working on these listening comprehension skills can influence the skills of BICS in the classroom. Some ways that BICS can be strengthened is providing opportunities for talking, working in partners, being excited and being interested when students are speaking to you (Diaz-Rico, 2013).

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Teachers can work on listening comprehension skills through these 3 different categories

1) Repeating - rhymes, songs, jingles
2) Understanding - talks, dialogues
3) Communicating - Simon says, twenty questions

When I student taught in kindergarten, we worked a lot on all of these skills but especially the repeating category because that worked the best for their age group. We had rhymes and songs for everything. This helped all students in the classroom but especially ELLs comprehend material better.

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Teachers can teach 3 different ways to listen for ELLs
1) Listening to Repeat
2) Listening to Understand
3) Listening for communication

The skill of oracy is vital for ELLs to participate fully in the society we live in.

(Diaz-Rico, 2013, p.137-140)

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"The role of the teacher is to set up situations in which students can develop their own purposes and goals for listening, acquire the English that is most useful in their daily lives, feel a sense of purpose, and engage in real communication" (Diaz-Rico, 2013, p.138)

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Maintaining the student’s first language through journals, reading logs, and help when reading difficult passages can help strengthen their L1 which will help develop their L2. This is a learner-focused teaching strategy and it can uphold a positive experience for my students that connect to their lives from their native language to what they are learning in the classroom which connects to Dimension 5.5 of building a positive and supportive environment inside/outside of the classroom.

(Diaz-Rico, 2013).

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Teaching students learning strategies that promote self-managed learning

Identification of their preferred learning styles and strategies

Encouragement to monitor and evaluate their own learning

Support for realistic time management

(Diaz-Rico, 2013, p.99).

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Indirect strategies: These strategies are usually on an unconscious level meaning that they use a strategy and students may not think about it as much as they do it.

Direct strategies: Typically taught, it is a strategy that is used in a direct way. Students can reflect on the success of this strategy.

For instance, an indirect strategy for some of my students is kinesthetic learning or visual learning rather than auditory learning. They do not think much about any of these types of learning strategies (unconscious).

A direct language learning strategy I taught my students is a rhyme to remember when to round up or when to round down. This is something that I taught to them directly.

(Díaz-Rico, 2013, p.103).

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Dimension 5.2 / Approach to Second Language Teaching

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Dimension 5.2 / Approach to Second Language Teaching

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This relates to dimension 5.2 by having knowledge of diversity of your students. When you have the knowledge of the diversity of the students in your classroom, you can implement meaningful ways to teach concepts in your classroom by including their cultures and backgrounds.

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Ways that performance-based learning can be culturally inclusive for all learners is by letting them express themselves in their responses. Setting high expectations for the responses/actions done through this type of learning allows students to know that you still expect high-quality work but that it is safe and encouraged to use their cultures, identities, and backgrounds to help form their responses. (Díaz-Rico, 2013)

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Performance Based Learning - Influence to Instruction 

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Performance Based Learning - Influence to Instruction 

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Performance-based learning is students learning through doing. This can look like presentations, portfolios, and projects. For example, some of the performance-based learning that I am practicing in my 4th-grade clinical teaching classroom is a project that each group has to submit.

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“Performance-based testing procedures can be based on tasks that students are asked to do, including essays, demonstrations, computer simulations, performance events, and open-ended problem solving” (Díaz-Rico, 2013, p.77).

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The invisible factors relate to Dimension 5.5 of having knowledge of culturally-caring practices and social-emotional development. Knowing the invisible factors of students allows you to be able to connect the students' outside lives to what you are teaching in the classroom and make learning authentic. I have done this in my clinical teaching experience by reading data, discussing with previous teachers, specialists, and communicating with the families of my students.

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"Plan a curriculum in which daily lesson plans feature a variety of activities geared toward different skill levels" (Diaz-Rico, 2013, p.43)

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Understanding the invisible factors that each of my students carries will help me to understand how these factors can affect their learning and the experiences of my ELLs in the classroom. Knowing this will help me plan my curriculum and try to minimize those invisible factors as much as possible - Humanizing Pedagogies Video (Brooks, 2020)

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Teaching Language Skills Across the Curriculum  

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Teaching Language Skills Across the Curriculum  

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One of the responsibilities of the role we have of being an ESL teacher is that we get to teach language skills across different curriculums. This relates to dimension 5.4 of having knowledge of academic language learning by implementing scaffolded language learning opportunities throughout all disciplines of the curriculum. This is something I can work on and apply in my clinical teaching experience and carry on as a teacher (6 Essential Strategies for Teaching English Language Learners)

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Being a Culturally Responsive Educator- Invisible Factors: Influence Approaches to Instruction 

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Being a Culturally Responsive Educator- Invisible Factors: Influence Approaches to Instruction 

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The invisible factors that influence a student's educational experiences. This includes but is not limited to their ethnic background, previous literacy instruction, and complexity of everyday language. Humanizing Pedagogies Video (Brooks, 2020).

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Unit 7: Funds of Knowledge & Culturally-based language teaching

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Unit 7: Funds of Knowledge & Culturally-based language teaching

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Unit 6: Learning processes and the imaginary

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Unit 6: Learning processes and the imaginary

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Unit 5: Grammar & Literacy instruction for English-language development

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Unit 5: Grammar & Literacy instruction for English-language development

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Unit 4: Translanguaging & Oracy Instruction that builds on the first language

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Unit 4: Translanguaging & Oracy Instruction that builds on the first language

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Unit 3: Learner Strategies & Learner-Focused Teaching

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Unit 3: Learner Strategies & Learner-Focused Teaching

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Unit 1 - Critical roles of teachers & Views of Teaching and Learning

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Unit 1 - Critical roles of teachers & Views of Teaching and Learning