# data[].attributes.body
This lesson plan is for students in Preschool, Kindergarten, and 1st grade. The lesson plan uses songs and crafts to keep students engaged as they learn basic conversations, words and activities. It also uses many games that the students can play, especially to get the wiggles out of the youngsters. It is a great lesson plan to help introduce students to the English Language.

# data[].attributes.body
This lesson plan can be used for 2nd or 3rd grade, but every grade of Elementary could benefit from this lesson. It is a more basic lesson on the parts of the body. So, for any new student that has moved into the school, this would be a perfect lesson to help them learn the different parts of the body. It incorporates a couple of games and activities for the students to play to help keep them engaged in the content, and better learn the parts of the body.

# data[].attributes.body
In the first middle school lesson, it discusses common errors new English speakers face when learning the new language.  Common errors such as: there, their and they're, may and can, and many more are written in a way for the teacher to help their students understand these common pitfalls of English. For any student to become fluent in English, it is important to fix these common mistakes to help them become better writers and speakers. The lesson is at a higher level, and would be more fitting for students in 8th grade.

# data[].attributes.body
Verbs are an important structure of the English language, and something that requires a lot of practice to learn. This lesson for 7th graders will cover the topic of different types of verbs such as: present tense, past tense, past perfect, ect. The lesson plan gives a basic description of each type of verb for the teacher to then help the students understand. You could use the lesson plan to cover one verb type a day or cover multiple at a time. Knowing this topic will better help students to understand and better express things they did, do, and will do during the day.

# data[].attributes.body
This lesson would be very helpful for 9th or 10th graders. It helps them to express ideas and feeling that they have about the future. First going through magazines to create a dream board, it will help them read and recognize words as they create their board, and then as they finish making their board, they will then be able to talk about it and share it with their peers. This will help them broaden their vocabulary about things that they enjoy.

# data[].attributes.body
The following lesson is about the difference between slang and formality. After living in the United States for many years, students will be able to pick up a lot of slang from their peers, however it is important to teach students the difference between formal talk and conversation you would have with your friends. In the lesson, it has several examples of slang, and how you can help fix those examples to make it more formal. This lesson would be for 11 and 12th graders as they are preparing to enter either college or the work world. Either way, it will be important for them to learn how to talk formally.

# data[].attributes.body
Fleeing war-torn Kosovo, ten-year-old Drita and her family move to America with the dream of living a typical American life. But with this hope comes the struggle to adapt and fit in. How can Drita find her place at school and in her new neighborhood when she doesn't speak any English? Meanwhile, Maxie and her group of fourth-grade friends are popular in their class, and make an effort to ignore Drita. So when their teacher puts Maxie and Drita together for a class project, things get off to a rocky start. But sometimes, when you least expect it, friendship can bloom and overcome even a vast cultural divide.

# data[].attributes.attachment_link.keywords[]
children's / teenage fiction: general fiction

# data[].attributes.attachment_link.keywords[]
children's / teenage fiction: romance & relationships stories

# data[].attributes.attachment_link.keywords[]
children's / teenage personal & social issues: friends & friendship issues

# data[].attributes.attachment_link.keywords[]
family life - new york (state) - new york

# data[].attributes.attachment_link.keywords[]
children's / teenage fiction & true stories

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social issues / friendship

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social issues / emigration & immigration

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / emigration & immigration

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / emotions & feelings

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / friendship

# data[].attributes.attachment_link.keywords[]
juvenile fiction/social themes - friendship

# data[].attributes.attachment_link.keywords[]
personal & social issues: sexuality & relationships (children's / teenage)

# data[].attributes.attachment_link.keywords[]
social themes - emigration & immigration

# data[].attributes.attachment_link.description
A poignant story about the difficulties of leaving everything behind and the friendships that help you get through it. Fleeing war-torn Kosovo, ten-year-old Drita and her family move to America with the dream of living a typical American life. But with this hope comes the struggle to adapt and fi...

# data[].attributes.attachment_link.embed_code
Drita, My Homegirl
Product by Puffin ~ Jenny Lombard (author) More about this product

Price: | $5.99

|

# data[].attributes.body
In this beautiful celebration of immigration, children from around the world tell their stories, sharing their love of where they're from and where they live now―homes old and new. As they describe the foods they eat, the languages they’ve learned, the sports they play, and more, the differences and similarities that link us all are revealed

# data[].attributes.attachment_link.readable_text
From author and illustrator Karen Katz, My America is a picture book celebration of immigration to the United States told through the experiences of children who have come from around the world.

Children come to live in America from many different countries, and for many different reasons . . .

In this beautiful celebration of immigration, children from around the world tell their stories, sharing their love of where they're from and where they live now―homes old and new. As they describe the foods they eat, the languages they've learned, the sports they play, and more, the differences and similarities that link us all are revealed.

# data[].attributes.attachment_link.description
Amazon.com: My America: 9780805090123: Katz, Karen, Katz, Karen: Books

# data[].attributes.headline
My Language, Your Language (K-3rd grade)

# data[].attributes.subject
My Language, Your Language (K-3rd grade)

# data[].attributes.body
There's a new girl in Romelie's class named Camila. Camila speaks Spanish, and she's teaching it to Romelie. That gets Romelie thinking. What other languages do people speak? Her own family uses English and American Sign Language. Her mom's friend knows Somali and Arabic. Can Romelie discover more languages in her city? How are they like her own? How are they different? A diverse cast gives multiple points of comparison.

# data[].attributes.attachment_link.readable_text
There's a new girl in Romelie's class named Camila. Camila speaks Spanish, and she's teaching it to Romelie. That gets Romelie thinking. What other languages do people speak? Her own family uses English and American Sign Language. Her mom's friend knows Somali and Arabic. Can Romelie discover more languages in her city? How are they like her own? How are they different? A diverse cast gives multiple points of comparison.

# data[].attributes.attachment_link.title
My Language, Your Language (Cloverleaf Books ™ ― Alike and Different)

# data[].attributes.attachment_link.description
My Language, Your Language (Cloverleaf Books ™ ― Alike and Different) [Bullard, Lisa, Becker, Paula J.] on Amazon.com. *FREE* shipping on qualifying offers. My Language, Your Language (Cloverleaf Books ™ ― Alike and Different)

# data[].attributes.body
When a boy comes across a fish and says hello, the fish does not respond. The boy is shocked. What a rude fish! But soon he realizes that it isn't up to the fish to speak Boy. Rather, if he wants to communicate, it's up to the boy to take the time to learn how to speak Fish.

# data[].attributes.attachment_link.readable_text
Teach kids about cross-cultural communication and reaching out to others with this simple, heartwarming story

Perfect for those looking for:

stories about connection

colorful, engaging art

books about communication and respecting others

classroom picture books

When a boy comes across a fish and says hello, the fish does not respond. The boy is shocked. What a rude fish! But soon he realizes that it isn't up to the fish to speak Boy. Rather, if he wants to communicate, it's up to the boy to take the time to learn how to speak Fish.

Celebrate the connections we have to those different from us with Do You Speak Fish!

# data[].attributes.attachment_link.title
Do You Speak Fish?: A Sweet Story about Cross-Cultural Communication and Connection

# data[].attributes.attachment_link.description
Do You Speak Fish?: A Sweet Story about Cross-Cultural Communication and Connection [Corchin, DJ, Dougherty, Dan] on Amazon.com. *FREE* shipping on qualifying offers. Do You Speak Fish?: A Sweet Story about Cross-Cultural Communication and Connection

# data[].attributes.body
Carmelita loves to greet everyone in her colorful neighborhood. There are people from so many different cultures! They all like to say hello too, so now Carmelita can say hello in Spanish, English, French, Japanese, and many other languages. And her dog, Manny? Well, he seems to understand everyone, and gives a happy "Woof!" wherever he goes.

# data[].attributes.attachment_link.keywords[]
g.p. putnam's sons books for young readers

# data[].attributes.attachment_link.keywords[]
children’s / teenage fiction: general fiction

# data[].attributes.attachment_link.keywords[]
children’s / teenage general interest: city and town life

# data[].attributes.attachment_link.keywords[]
children’s / teenage personal and social topics: friends and friendships

# data[].attributes.attachment_link.keywords[]
juvenile fiction / lifestyles / city & town life

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / friendship

# data[].attributes.attachment_link.keywords[]
juvenile fiction/lifestyles - city & town life

# data[].attributes.attachment_link.keywords[]
juvenile fiction/social themes - friendship

# data[].attributes.attachment_link.keywords[]
teenage general interest: city and town life

# data[].attributes.attachment_link.keywords[]
teenage personal and social topics: friends and friendships

# data[].attributes.attachment_link.keywords[]
diversity;diversity books for kids;diversity board books;multicultural books for children;multicultural children's books;picture books;friendship;kindergarten books;kids books ages 2-4;books for 4 year olds;kindergarten reading books;books for 5 year olds;books for 3 year olds;books for 4 year old boys;toddler books;toddler books ages 1-3;books for 5 year old boys;books for 2 year olds;baby books;kindness;books for 4 year old girls;toddler books ages 2-4;kindness books for children

# data[].attributes.attachment_link.keywords[]
multicultural children's books; picture books; kids books ages 2-4; baby books; books for 3 year olds; toddler books ages 1-3; books for 2 year olds; diversity; diversity books for kids; toddler books; books for 4 year olds; books for 4 year old boys; books for 5 year old boys; toddler books ages 2-4; friendship; kindness; kindergarten books; diversity board books; books for 5 year olds; kindergarten reading books; books for 4 year old girls; childrens books by age 1-3; childrens books ages 1-3

# data[].attributes.attachment_link.keywords[]
juvenile fiction / lifestyles / city & town life

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / friendship

# data[].attributes.attachment_link.keywords[]
juvenile fiction/lifestyles - city & town life

# data[].attributes.attachment_link.keywords[]
juvenile fiction/social themes - friendship

# data[].attributes.attachment_link.keywords[]
children’s / teenage fiction: general fiction

# data[].attributes.attachment_link.keywords[]
children’s / teenage general interest: city and town life

# data[].attributes.attachment_link.keywords[]
children’s / teenage personal and social topics: friends and friendships

# data[].attributes.attachment_link.description
Amazon.com: Say Hello! (9780399252303): Isadora, Rachel, Isadora, Rachel: Books

# data[].attributes.body
Deaf teen Maya moves across the country and must attend a hearing school for the first time. As if that wasn’t hard enough, she also has to adjust to the hearing culture, which she finds frustrating—and also surprising when some classmates, including Beau Watson, take time to learn ASL. As Maya looks past graduation and focuses on her future dreams, nothing, not even an unexpected romance, will not derail her pursuits. But when people in her life—Deaf and hearing alike—ask her to question parts of her Deaf identity, Maya stands proudly, never giving in to the idea that her Deafness is a disadvantage.

# data[].attributes.attachment_link.readable_text
Schneider Family Book Award, Best Teen Honor Book 2020
"This is a great YA contemporary (clean) romance that follows Maya as she navigates a new school and plans for her future. The addition of representation by a Deaf character was really beautifully done. Highly recommend for people looking for a sweet, engaging, and educational romantic read." ( YA and Kids Book Central)
#OwnVoices YA novel features Deaf / Hard of Hearing Community
"It's time we see more Deaf characters in books. It's time we see more books celebrating sign language and Deaf culture," said author Alison Gervais.

Deaf teen Maya moves across the country and must attend a hearing school for the first time. As if that wasn't hard enough, she also has to adjust to the hearing culture, which she finds frustrating-and also surprising when some classmates, including Beau Watson, take time to learn ASL. As Maya looks past graduation and focuses on her future dreams, nothing, not even an unexpected romance, will not derail her pursuits. But when people in her life-Deaf and hearing alike-ask her to question parts of her Deaf identity, Maya stands proudly, never giving in to the idea that her Deafness is a disadvantage.

The Silence Between Us:

Features a Deaf protagonist and an #OwnVoices perspective on Deaf and Hard of Hearing culture

Is a clean YA romance by Wattpad sensation Alison Gervais

Is perfect for fans of Nicola Yoon and CeCe Bell

# data[].attributes.attachment_link.keywords[]
young adult fiction / disabilities & special needs

# data[].attributes.attachment_link.keywords[]
young adult fiction / romance / clean & wholesome

# data[].attributes.attachment_link.keywords[]
young adult fiction / romance / contemporary

# data[].attributes.attachment_link.keywords[]
young adult fiction/disabilities & special needs

# data[].attributes.attachment_link.keywords[]
young adult fiction/romance - clean & wholesome

# data[].attributes.attachment_link.keywords[]
young adult fiction/romance - contemporary

# data[].attributes.attachment_link.keywords[]
young adult fiction / disabilities & special needs

# data[].attributes.attachment_link.keywords[]
young adult fiction / romance / clean & wholesome

# data[].attributes.attachment_link.keywords[]
young adult fiction / romance / contemporary

# data[].attributes.attachment_link.keywords[]
young adult fiction/disabilities & special needs

# data[].attributes.attachment_link.keywords[]
young adult fiction/romance - clean & wholesome

# data[].attributes.attachment_link.keywords[]
young adult fiction/romance - contemporary

# data[].attributes.attachment_link.description
Amazon.com: The Silence Between Us (Blink): Gervais, Alison: Books

# data[].attributes.headline
Through The Language Glass (9th-12th Grade)

# data[].attributes.subject
Through The Language Glass (9th-12th Grade)

# data[].attributes.body
The debate is ages old: Where does language come from? Is it an artifact of our culture or written in our very DNA? In recent years, the leading linguists have seemingly settled the issue: all languages are fundamentally the same and the particular language we speak does not shape our thinking in any significant way. Guy Deutscher says they're wrong. From Homer to Darwin, from Yale to the Amazon, and through a strange and dazzling history of the color blue, Deutscher argues that our mother tongues do indeed shape our experiences of the world. Audacious, delightful, and provocative, Through the Language Glass is destined to become a classic of intellectual discovery.

# data[].attributes.attachment_link.title
Through the Language Glass: Why the World Looks Different in Other Languages

# data[].attributes.attachment_link.description
Through the Language Glass: Why the World Looks Different in Other Languages [Deutscher, Guy] on Amazon.com. *FREE* shipping on qualifying offers. Through the Language Glass: Why the World Looks Different in Other Languages

# data[].attributes.body
It's 1932, and twelve-year-old Cal Black and his Pop have been riding the rails for years after losing their farm in the Great Depression. Cal likes being a "knight of the road" with Pop, even if they're broke. But then Pop has to go to Washington, DC--some of his fellow veterans are marching for their government checks, and Pop wants to make sure he gets his due--and Cal can't go with him. So Pop tells Cal something he never knew before: Pop is actually a Creek Indian, which means Cal is too. And Pop has decided to send Cal to a government boarding school for Native Americans in Oklahoma called the Challagi School.
At school, the other Creek boys quickly take Cal under their wings. Even in the harsh, miserable conditions of the Bureau of Indian Affairs boarding school, he begins to learn about his people's history and heritage. He learns their language and customs. And most of all, he learns how to find strength in a group of friends who have nothing beyond each other.

# data[].attributes.attachment_link.description
Two Roads [Bruchac, Joseph] on Amazon.com. *FREE* shipping on qualifying offers. Two Roads

# data[].attributes.body
Jude never thought she’d be leaving her beloved older brother and father behind, all the way across the ocean in Syria. But when things in her hometown start becoming volatile, Jude and her mother are sent to live in Cincinnati with relatives.

At first, everything in America seems too fast and too loud. The American movies that Jude has always loved haven’t quite prepared her for starting school in the US—and her new label of “Middle Eastern,” an identity she’s never known before.

But this life also brings unexpected surprises—there are new friends, a whole new family, and a school musical that Jude might just try out for. Maybe America, too, is a place where Jude can be seen as she really is.

# data[].attributes.attachment_link.readable_text
Gr 4-8-Twelve-year-old Jude lives in a coastal tourist town in Syria where many people go to get away. While Jude wants to become a movie star, her older brother, Issa, wants more from their future than the oppression overtaking their beloved country. As the tumult crawls closer to Jude's home, Issa yearns to join the revolution in Aleppo, Baba refuses to leave his seaside store, and Mama believes the safest place for Jude, herself, and the baby she is carrying is with Jude's Uncle Mazin and Aunt Michelle in America. Leaving a possible war behind is easy, but leaving Baba, Issa, and everything she knows is hard. Adjusting to life in Cincinnati alongside her less-than-welcoming cousin, Sarah, is almost as difficult, especially with school play tryouts looming and Jude feeling that a girl like her would never get, or even merit, the spotlight. With the help of her fellow immigrant classmates and new Arabic-speaking American friend, Layla, Jude adjusts to her new home and family while never forgetting what she left behind. Told in verse and divided into five sections chronicling Jude's flight from Syria and adjustment to America, this powerful middle grade novel explores the complicated concepts of war and corruption, home, family, belonging, and how, in Jude's own words, "It is strange to feel lucky/for something that is making my heart feel so sad." Verdict Highly recommended for all libraries, this title will easily find a home next to books like Refugee by Alan Gratz and Inside Out and Back Again by Thanhha Lai.-Brittany Drehobl, Morton Grove Public Library, ILα(c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

[In] this timely book... rhythmic lines distill Jude's deepest emotions.... Warga effectively shows, as she writes in an author's note, that "children who are fleeing from a war zone... want the same things all of us do-love, understanding, safety, a chance at happiness." - Publishers Weekly (starred review)

"Warga portrays with extraordinary talent the transformation of a family's life before and after the war began in Syria.... Her free-verse narration cuts straight to the bone... [and] confront[s] the difficult realities of being Muslim and Arab in the U.S. Poetic, immersive, hopeful." - Kirkus Reviews (starred review)

"Warga's middle-grade debut puts its hands around your heart and holds it, ever so gently, so that you're aware of your own fragility and resilience: just as Jude is while her life changes drastically... Other Words for Home should find its way into every middle-grade reader's hands." - ALA Booklist (starred review)

"This powerful middle grade novel explores the complicated concepts of war and corruption, home, family, [and] belonging.... Highly recommended for all libraries, this title will easily find a home next to books like Refugee by Alan Gratz and Inside Out and Back Again by Thanhha Lai." - School Library Journal (starred review)

"Convincing and authentic, infused with thoughtfulness, humor, determination, and hope.... A realistic portrait of the strength it takes to move to a new country, as well as of the complicated dynamics between first- and second-generation immigrants." - Horn Book (starred review)

"Warga situates her verse novel at a sweet spot for middle-graders...the complications of assessing whether Jude is as lucky as everyone makes her out to be ring poignantly true, and when Jude takes her place on the school stage, Warga's audience will surely applaud." - Bulletin of the Center for Children's Books

"Through Jude's eyes readers see firsthand what it is to leave behind one's beloved home and family as many refugees do every single day. Young readers will laugh with Jude, cry with her, and root for her every step of the way. A beautiful, powerful, and necessary book." - Aisha Saeed, New York Times bestselling author of Amal Unbound.

" Other Words for Home is a gorgeously written middle grade novel with words that soar off the page. Told in stunning verse and featuring an effortlessly lovable narrator, this book will be a staple of middle grade shelves for years to come." - Rachel Strolle, Teen Librarian, Glenside Public Library

"This is a necessary story. We're lucky to have it in the world." - Jason Reynolds, award-winning, bestselling author of Ghost and Long Way Down

# data[].attributes.attachment_link.title
Other Words for Home: A Newbery Honor Award Winner

# data[].attributes.attachment_link.description
Amazon.com: Other Words for Home: A Newbery Honor Award Winner: 9780062747808: Warga, Jasmine: Books

# data[].attributes.body
The Arrival tells a universal story of immigration. The story is about a man leaving his home to find work and support his family, whose home has apparently become unsafe. In the new land, the man goes through a lengthy administrative process and manages to find a small living space

# data[].attributes.attachment_link.readable_text
A truly remarkable work of art that is already one of the most talked-about books of the season."Tan's lovingly laid out and masterfully rendered tale about the immigrant experience is a documentary magically told." -- Art Spiegelman, author of Maus"An absolute wonder." -- Marjane Satrapi, author of Persepolis"A magical river of strangers and their stories!" -- Craig Thompson, author of Blankets"A shockingly imaginative graphic novel that captures the sense of adventure and wonder that surrounds a new arrival on the shores of a shining new city. Wordless, but with perfect narrative flow, Tan gives us a story filled with cityscapes worthy of Winsor McCay." -- Jeff Smith, author of Bone"Shaun Tan's artwork creates a fantastical, hauntingly familiar atmosphere... Strange, moving, and beautiful." -- Jon J. Muth, Caldecott Medal-winning author of Zen Shorts"Bravo." -- Brian Selznick, Caldecott Medal-winning author of The Invention of Hugo Cabret"Magnificent." -- David Small, Caldecott Medalist

# data[].attributes.attachment_link.description
The Arrival [Tan, Shaun, Tan, Shaun] on Amazon.com. *FREE* shipping on qualifying offers. The Arrival

# data[].attributes.headline
Teaching Culturally and Linguistically Diverse Students

# data[].attributes.subject
Teaching Culturally and Linguistically Diverse Students

# data[].attributes.body
Recognizing the changing world of education requires teachers to keep up with the changes. In this article, teachers and prospective teachers learn why it is necessary to keep up with the changing classroom as well as how they can do so. Not only does this article focus on how teachers can do these things inside the classroom, but they also can see how to work with parents and schools in doing so.

# data[].attributes.attachment_link.readable_text
Honoring the mandate to provide all students with an equal education requires adaptation. Shifting demographics in the United States have dramatically altered the ethnic and racial makeup of student populations, and a growing number of students do not speak English fluently. These changes present significant challenges for educators, requiring them to rethink their curricula and teaching strategies.

Examining the growing need for diversity and exploring ways to modify behavior in the classroom constitute a critical step toward creating linguistically inclusive and culturally sensitive learning environments.

The Growing Need for Diverse Teaching Strategies

US school districts are required to provide equal educational opportunities to language minority students, but meeting that standard has become more challenging as the number of students classified as an "English language learner," or ELL, has grown.

Generally, the term "English language learner" describes a student who is learning English in addition to their native language. Exact definitions of ELL vary, as do delineations between ELL and ESL (English as a second language), but by any measure, the number of students for whom English is not their first and primary language is growing as a percentage of all students enrolled in US public schools.

An average of 10 percent of students in US public schools are English language learners, according to the National Center for Education Statistics (NCES). In cities, the average is close to 15 percent. (NCES defines ELL students as those being served by programs of language assistance, including ESL, high-intensity language training, and bilingual education.) Among ELL students in the US, Spanish is the most common language spoken at home (75 percent), followed by Arabic (3 percent).

The increase in ELLs in public schools reflects a larger demographic shift. The percentage of non-white students in US public schools has increased significantly over the last decade, from 48 percent in 2010 to an estimated 54 percent in 2020. The percentage of Hispanic students enrolled in public schools grew from 23 percent to 28 percent over the same period.

While addressing diversity in the classroom largely consists of focusing on ELL students, cultural and linguistic divides are not exclusive to that segment of learners. In 2018, 47 percent of students and 79 percent of teachers in US public schools were white. This contrasts starkly with the student-teacher ratio for Hispanics (27 percent of students, 9 percent of teachers), Blacks (15 percent of students, 7 percent of teachers), and Asians (5 percent of students, 2 percent of teachers). Such disparities in representation of races and ethnicities among educators constitute a longstanding issue in US public schools.

Teaching Strategies for Culturally and Linguistically Diverse Students

The first step in addressing cultural and linguistic diversity is to be aware. The very act of considering culture and language skills when developing curricula and activities makes it more likely that lessons will be inclusive. Teaching culturally diverse students entails the following additional steps:

Learn about your students' cultural backgrounds and demonstrate appreciation of those cultures. Teachers show students how to embrace different cultures by modeling respect and acceptance.

Learn more about students' lives outside of the classroom, and let that information inform lessons. For example, try to find examples that are relevant to students with different cultures and backgrounds.

Embrace diversity in teaching styles. Making an effort to accommodate different communication preferences, cognitive styles, and aptitudes results in lessons with a greater chance of reaching all students.

Encourage students to relate the benefit of a lesson to their own lives.

Bring diverse guest speakers into the classroom.

Educators can also benefit from the following tips for teaching linguistically diverse students:

Develop a relationship and work closely with an ESL teacher or interpreter.

Incorporate more group work. This allows students to practice their language skills in a more personal, less intimidating setting than the front of the classroom.

Make things as visual as possible by writing on the board, diagraming, and using pictures.

Allow ELL students to preview materials before a lesson when possible.

Understand that some students may experience a silent period. Students learning a new language commonly go through a period of several weeks or longer when they are taking in the new language but do not yet speak it.

Efforts to better serve culturally and linguistically diverse student populations are not limited to the classroom. Developing responsive curricula and teaching strategies is critical, but a holistic approach that includes families and the larger school community promises better outcomes.

Working With Parents

Positive parent-teacher relationships can influence any student's success, but they can be particularly important for students whose culture or dominant language differs from that of the majority of their classmates. Developing a relationship with the parents of ELL students or any student who is outside the dominant cultural or ethnic group, or whose culture or ethnicity differs from that of the teacher, builds a sense of trust and acceptance among students and their families. Making the effort to build such relationships can be challenging for teachers, and in cases where there is a language barrier, it may be necessary to engage with a language instructor or interpreter for support.

Support From Schools

Schools can address linguistic and cultural diversity by working to recruit teachers of color and instructors who can teach and tutor in languages other than English. Demonstrating support for student diversity is also crucial. Measures such as providing school signage in different languages, encouraging students to speak their first language at school, and displaying non-English books and materials creates an environment of acceptance and appreciation that benefits all students.

Schools can also play a role in supporting more training designed to mitigate implicit bias. Research has shown that teachers are just as likely to have a racial bias as non-teachers.

Create Inclusive Classrooms

American University's Online EdD in Education Policy and Leadership prepares educators to shape education policy and create more inclusive learning environments.

The degree program provides future teachers and education leaders with the tools they need to transform the education system to benefit all learners. With a focus on building equitable learning environments, the curriculum emphasizes systems change, personal leadership, social justices and anti-racism, and policy and research.

Learn more about American University's Online EdD in Education Policy and Leadership.

# data[].attributes.attachment_link.title
Teaching Culturally and Linguistically Diverse Students

# data[].attributes.attachment_link.description
Honoring the mandate to provide all students with an equal education requires adaptation. Shifting demographics in the United States have dramatically altered the ethnic and racial makeup of student populations, and a growing number of students do not speak English fluently. These changes present significant challenges for educators, requiring them to rethink their curricula and teaching strategies.

# data[].attributes.headline
Dealing with Linguistic Diversity in the Classroom: a challenge for teachers

# data[].attributes.subject
Dealing with Linguistic Diversity in the Classroom: a challenge for teachers

# data[].attributes.body
Each day, students across the nation go to school feeling like they need to leave their culture and their language at home. Not because they want to however, but because they feel they need to in order to fit in. Or, even worse, they feel they are being required to do so. In this article, it is outlined how teachers can strive to create a learning environment that cherishes the linguistic diversity that is found in the classroom. It also outlines how to treat this diversity as a wealth, not a problem.

# data[].attributes.headline
10 Tips for Embracing Linguistic and Cultural Diversity in Your Classroom

# data[].attributes.subject
10 Tips for Embracing Linguistic and Cultural Diversity in Your Classroom

# data[].attributes.body
This article depicts a story of a student who was faced with a teacher that did not understand how to treat students who come from varying backgrounds. The example provides a sad truth that is only one experience that is a part of the problem that is found throughout the nation. After a great demonstration of what needs to be avoided, we are provided ten tips in helping linguistically diverse students in our classrooms.

# data[].attributes.attachment_link.title
10 Tips for Embracing Language & Cultural Diversity in the Classroom

# data[].attributes.attachment_link.description
Whether a child is learning English for the first time in the preschool setting or using various levels of English proficiency, teachers need to be intentional as they create a positive, inclusive environment in which all children can learn and thrive.

# data[].attributes.body
A common issue found throughout the nation is the fact that most students are not fully appreciated for who they are and where they come from. In this article, students and teachers get an up close look at why this stigma occurs. Not only that, but it also outlines how much language impacts this under appreciation and how to combat it. We learn here that as we gain a better perspective on the whole picture, we better understand how to overcome the issues found within.

# data[].attributes.attachment_link.description
Discover how embracing linguistic diversity in the classroom can change families and communities. Learn more.

# data[].attributes.headline
Incorporating Linguistic and Cultural Diversity into Early Childhood Practice

# data[].attributes.subject
Incorporating Linguistic and Cultural Diversity into Early Childhood Practice

# data[].attributes.body
A major reason why issues in regard to fair treatment of all students in the classroom occurs comes down to a lack of resources. In this article, the author strives to provide teachers with the proper resources needed to best help each student reach their fullest potential while also finding inclusion within the classroom. As teachers strive to incorporate these resources in their everyday classrooms, they find success in this facet.

# data[].attributes.attachment_link.readable_text
When I began working at the Division of Early Childhood Education as an Instructional Coordinator in 2014, I noticed that teachers often did not have the tools they needed to address the full range of Emergent Multilingual Learners' (EMLL) needs in Pre-K practice. Children who speak a language other than English at home have different needs than adult English Language Learners. As adults, we have a set of life skills, experiences, insights and knowledge that help us navigate the world, even if we have to do so in a second language. We know what aspirations we have; we already have a strong sense of self; and, for the most part, we are confident in our ability to meet and overcome challenges. Adult English Language Learners might not be comfortable with expressing their thoughts and feelings fluently, but they know how they feel and why they feel that way.

Children, on the other hand, are still becoming their fully formed selves.. If English is not their first language, they will need their teacher to support the development of their positive sense of self as a multilingual learner. As an English Language Learner myself, I bring to my practice an understanding of the dynamic between the learner's internal self and external environment. This dynamic is very unique to Emergent Multilingual Learners due to the fact that we create this new self-image of ourselves in the new language. This image has to be literally and intentionally constructed.

That is why the teaching team needs to validate, highlight, and nurture the identity of the non-English-speaking child. These children need to know and feel that they are seen as whole people, and that their multilingualism is a strength. When children feel validated in this way, they will have the courage to navigate the English-speaking world without compromising the culture, language and identity they inherit from their families.

As a coach for early childhood educators, I have found that some teachers feel intimidated with this task. They fear that they will now have to learn a whole new language, and they worry they will not be able to pronounce words with non-English sounds in them. Here are some simple strategies you can use to overcome those concerns and help students who don't speak the dominant language in the classroom to feel visible and see themselves as valued members of the classroom community.
1-Include the child's family as a resource: 2-Leverage the child's culture and language in order to be inclusive 3-Incorporate visual components of the child's culture beyond the minimum requirement of ECERS: 4-Select picture books that reflect the diversity in your classroom:
We learn a lot about a child by engaging their family with our curriculum. For example, teachers can learn from the family how to: count to five or ten in their language; how to say good morning and goodbye; and simple phrases like Happy Birthday, please, and thank you. We can work these words and phrases into our daily routines such as morning meetings and center activities throughout the day.

Children don't come to us as blank slates. Find opportunities to reference the child's language and alphabet, especially non-Latin alphabets. For example, during morning meetings, you could show the class a newspaper in the students' language and talk about how it looks different from English. Or, ask a parent to write out phrases on a chart paper to be shared with students. They could also help you with pronunciation. The point is making an intentional effort to include the child, the whole child.

The visual components could include fabric prints, pictures of people of that culture, craft and artifacts, with labels in that language and in English. However just placing these objects around the classroom is not sufficient, the teachers need to bring them to life and make them relevant in the classroom. For example, one of the teachers I was working with invited a parent of an Indian child to come and teach the class one of their traditional dances. The mother came dressed in a Sari, played Indian music and taught the class the steps for dance. This is an example of how the teacher made the culture visible and alive, used sensory experiences in the classroom to deepen and broaden her students' knowledge of the world, while affirming the identity of the Indian child. The point here is to be creative, to reach out in any and all ways you can.

In their article Using Picture Books about Refugees (YC December 2020), Libnoch and Ridley pointed out how we as educators have the professional and ethical responsibility to promote diversity and equity in our schools. Highlighting the students' cultural identity through picture books and literature is important not only in shaping how other students see them, but also in shaping how the EMLL sees themselves in relation to others. This kind of positive reinforcement supports their development as bi-cultural, bi-lingual individuals.

The goal of these strategies is to nurture the Emergent Multilingual Learner's sense of self as multi-lingual, and multi-cultural individuals and to set the stage for them to play leadership roles in their classroom community. Let your EMLL student know that they are not invisible, and that their language competence at this moment does not prevent them from being members of the classroom community. EMLL students may not be fluent in English, but they are by nature resilient, observant, insightful, able to make connections, and be intuitive just like every other student in the class.

Maryam Samani is an Instructional Coordinator with the NYC DOE's Division of Early Childhood Education.

# data[].attributes.attachment_link.title
Incorporating Linguistic and Cultural Diversity into Early Childhood Practice

# data[].attributes.attachment_link.description
When I began working at the Division of Early Childhood Education as an Instructional Coordinator in 2014, I noticed that teachers often did not have the tools they needed to address the full range of Emergent Multilingual Learners' (EMLL) needs in Pre-K practice. Children who speak a language other than English at home have different...

# data[].attributes.headline
Language Development: Understanding Language Diversity in the Classroom

# data[].attributes.subject
Language Development: Understanding Language Diversity in the Classroom

# data[].attributes.body
Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom. With chapters written by respected specialists in various fields, this interdisciplinary text illuminates the impact of language development on learning success and distinguishes between language differences and disorders, integrating illustrative case studies as well as helpful classroom strategies that teachers can implement right away.

# data[].attributes.attachment_link.readable_text
Language Development: Understanding Language Diversity in theClassroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected specialists in various fields, this interdisciplinary text illuminates the impact of language development on learning success and distinguishes between language differences and disorders, integrating illustrative case studies as well as helpful classroom strategies that teachers can implement right away.

# data[].attributes.attachment_link.description
Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative.

# data[].attributes.headline
What Difference Does Difference Make? Teacher Reflections on Diversity, Literacy, and the Urban Primary School

# data[].attributes.subject
What Difference Does Difference Make? Teacher Reflections on Diversity, Literacy, and the Urban Primary School

# data[].attributes.body
This book reports on conversations in which elementary school teachers--who have taught in urban settings for an average of 20 years each--reflect on their professional work. Their stories of teaching and learning verify that difference does make a difference. The conversations in the book explore issues related to teaching children from diverse backgrounds. Many of the book's chapters conclude with a series of questions designed to guide readers in their own reflections on teaching and learning as well as annotated lists of books, articles, and other helpful resources. According to the book, socioeconomic and language constraints, as well as those institutionally imposed in the form of behavioral labels and standardized tests, do not have to keep children from making great strides in their literacy education.

# data[].attributes.attachment_link.title
ERIC - ED404661 - What Difference Does Difference Make? Teacher Reflections on Diversity, Literacy, and the Urban Primary School., 1997

# data[].attributes.attachment_link.description
This book reports on conversations in which elementary schoolteachers--who have taught in urban settings for an average of 20 years each--reflect on their professional work. The conversations in the book testify to the teachers' ability to engage young people in active learning--and their stories of teaching and learning verify that difference does make a difference.

# data[].attributes.headline
Kindergarten teachers speak: working with language diversity in the classroom

# data[].attributes.subject
Kindergarten teachers speak: working with language diversity in the classroom

# data[].attributes.body
It is necessary to recognize the importance of students' home languages in order to work with this wealth in a constructive manner. Teachers need to be prepared to work with linguistic diversity (and also cultural diversity) and be given possibilities to do this well. This thesis research project studies the experiences, attitudes, and knowledge of kindergarten teachers regarding multilingualism in the classroom. Overall, teachers know how to support multilingual children (by scaffolding and differentiating/individualizing their lessons). However, offering these extra forms of support makes it difficult to meet all students' needs. The findings also show that teachers know how to work with children going through the silent or non-verbal period and children who show (language)interference, but that extraordinarily few teachers are aware of the importance of the home languages. It is therefore necessary to shift the focus from language to a focus on "languaging" at home and in school. Instead of advising parents to speak Dutch at home, teachers should stimulate parents to talk more with their children and bring the act of languaging to the foreground, not replace the home language(s) by the second.

# data[].attributes.attachment_link.readable_text
In Belgium, language diversity in the classroom is often perceived as a problem. It is necessary, however, to recognize the importance of students' home languages in order to work with this wealth in a constructive manner. Teachers need to be prepared to work with linguistic diversity (and also cultural diversity) and be given possibilities to do this well. This thesis research project is set in the municipality of Heusden-Zolder, located in the Dutch-speaking north east of Flanders, Belgium. It studies the experiences, attitudes, and knowledge of kindergarten teachers regarding multilingualism in the classroom. 57 kindergarten teachers filled out a questionnaire and 15 teachers were interviewed. The findings show that the 'Dutch-only' policy of schools is hardly carried out by teachers. Schools' language policies should therefore be revised. Overall, teachers know how to support multilingual children (by scaffolding and differentiating/individualizing their lessons). However, offering these extra forms of support makes it difficult to meet all students' needs. Smaller classes would make it more doable for teachers to differentiate or individualize their lessons. The findings also show that teachers know how to work with children going through the silent or non-verbal period and children who show (language)interference, but that extraordinarily few teachers are aware of the importance of the home languages. It is therefore necessary to shift the focus from language (Dutch as L2) to a focus on "languaging" at home and in school. Instead of advising parents to speak Dutch at home, teachers should stimulate parents to talk more with their children and bring the act of languaging to the foreground, not replace the home language(s) by the second.

# data[].attributes.attachment_link.title
Kindergarten teachers speak: working with language diversity in the classroom

# data[].attributes.attachment_link.description
In Belgium, language diversity in the classroom is often perceived as a problem. It is necessary, however, to recognize the importance of students' home languages in order to work with this wealth in a constructive manner. Teachers need to be prepared to work with linguistic diversity (and also cultural diversity) and be given possibilities to do this well.

# data[].attributes.headline
Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists

# data[].attributes.subject
Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists

# data[].attributes.body
Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.

# data[].attributes.attachment_link.readable_text
DOI link for Teaching Language Variation in the Classroom

Teaching Language Variation in the Classroom book

Strategies and Models from Teachers and Linguists

DOI link for Teaching Language Variation in the Classroom

Teaching Language Variation in the Classroom book

Strategies and Models from Teachers and Linguists

Edited By Michelle D. Devereaux, Chris C. Palmer

# data[].attributes.attachment_link.title
Teaching Language Variation in the Classroom | Strategies and Models f

# data[].attributes.attachment_link.description
DOI link for Teaching Language Variation in the Classroom Teaching Language Variation in the Classroom book Strategies and Models from Teachers and Linguists DOI link for Teaching Language Variation in the Classroom Teaching Language Variation in the Classroom book Strategies and Models from Teachers and Linguists Edited By Michelle D.

# data[].attributes.headline
The Skin That We Speak: Thoughts on Language and Culture in the Classroom

# data[].attributes.subject
The Skin That We Speak: Thoughts on Language and Culture in the Classroom

# data[].attributes.body
The Skin That We Speak moves beyond the highly charged war of idioms to present teachers and parents with a thoughtful exploration of the varieties of English spoken today.

At a time when children who don’t speak formal English are written off in our schools, and when the class- and race-biased language used to describe those children determines their fate, The Skin That We Speak offers a cutting-edge look at this all-important aspect of education. This volume of writing is what Black Issues Book Review calls “an essential text.”

# data[].attributes.attachment_link.readable_text
Putting our best book forward

Each Great on Kindle book offers a great reading experience, at a better value than print to keep your wallet happy.

Explore your book, then jump right back to where you left off with Page Flip.

View high quality images that let you zoom in to take a closer look.

Enjoy features only possible in digital - start reading right away, carry your library with you, adjust the font, create shareable notes and highlights, and more.

Discover additional details about the events, people, and places in your book, with Wikipedia integration.

# data[].attributes.attachment_link.title
The Skin That We Speak : Thoughts on Language and Culture in the Classroom

# data[].attributes.attachment_link.description
The Skin That We Speak : Thoughts on Language and Culture in the Classroom [Delpit, Lisa] on Amazon.com. *FREE* shipping on qualifying offers. The Skin That We Speak : Thoughts on Language and Culture in the Classroom

# data[].attributes.headline
Dealing with linguistic diversity in the classroom: a challenge for teachers

# data[].attributes.subject
Dealing with linguistic diversity in the classroom: a challenge for teachers

# data[].attributes.body
This article is part of a reflection on a model of education whose aim is to familiarize students and teachers with the linguistic and cultural diversity present in our classrooms. Given the notable divergence between the language and culture of the school and the languages and cultures of a growing number of its pupils - the divide between schools and families -we would like to reflect on some educational strategies to bridge this gap. One of the key strategies is to understand the importance of representing the language knowledge of pupils in the classroom and to embrace this linguistic diversity as a learning resource for all classmates.

# data[].attributes.headline
National Association for Bilingual Education (NABE)

# data[].attributes.subject
National Association for Bilingual Education (NABE)

# data[].attributes.body
This association is focused on helping students who are bilingual or multilingual in having equality in the classroom. This group focuses on improving instruction and practices for English Learning students and teachers to make the classroom a more inclusive and fair classroom.

# data[].attributes.headline
Office of English Language Acquisition (OELA)

# data[].attributes.subject
Office of English Language Acquisition (OELA)

# data[].attributes.body
This organization maintains the standard that students' heritage languages while learning and becoming proficient in the English language to help in succeeding academically. This organization also focuses on researching ways to increase the success of bilingual and multilingual students.

# data[].attributes.headline
National Clearinghouse for English Language Acquisition

# data[].attributes.subject
National Clearinghouse for English Language Acquisition

# data[].attributes.body
As a part of the No Child Left Behind (NCLB) Act, the National Clearinghouse for English Language Acquisition works in conjunction with the Office of English Language Acquisition. This group works to satisfy the conditions and needs with the NCLB act while ensuring English Learners are benefiting from the same standards set by this act. They also provide research to increase the ability to help students.

# data[].attributes.headline
American Council on the Teaching of Foreign Languages (ACTFL)

# data[].attributes.subject
American Council on the Teaching of Foreign Languages (ACTFL)

# data[].attributes.body
The ACTFL centers their ideals on supporting quality teaching and learning of languages for students and teachers alike. There is also a focus on striving to meet the needs of the changing classroom in regards to teachers and students. They also strive to prepare all to be successful in today's world. What really makes this group special is their focus on both students and teachers.

# data[].attributes.headline
The International Association for Language Learning Technology (IALLT)

# data[].attributes.subject
The International Association for Language Learning Technology (IALLT)

# data[].attributes.body
In today's world, there is no doubt that technology plays a major role. The IALLT provides help and support to teachers and students who are involved in the process of language learning from all aspects. They also strive to uphold individual cultures and create a strong community feel. This association serves not only teachers and students in the general classroom, but also the professional world. Thus benefiting others nationwide.

# data[].attributes.body
In school, as teachers, we shouldn't say our student's grammar is wrong. Students' grammar skills and strategies may be different outside of school. Their grammar is correct it is just a part of a different grammar system than the one they learn in school. The way they speak has to do with their native language and ethnicity. When we tell students their grammar is wrong, we tell them that their culture and heritage don't matter and aren't valued in the classroom. We as teachers need to teach our students to be excellent communicators rather than being too critical about their grammar.

# data[].attributes.body
There are multiple ways to talk and there are multiple reasons why everyone speaks a different way. Some ways people may speak differently may do with their socioeconomic background, their status of education, and status as a multilingual person. When a teacher overcorrects students because they speak differently stops them from making progress in reading and speaking. As teachers, we must respect our student's differences, especially in language. Without showing our students respect they lose a piece of themselves. It is grammatically correct as long as you understand the other person.

# data[].attributes.body
https://www.instagram.com/p/CaPQMqhvI_8/?utm_medium=share_sheet
On February 21st some people celebrate International Mother Language Day. This day is to celebrate and keep all of the languages in the world. This idea came from Bangladesh. Rafiqul Islam and Abdus Salam, two Bengalis wrote a letter to the Secretary_general asking to have an International Mother Language Day. This day was wanted to save the world's languages from complete extinction. The order and request arose protests among the Bengali-speaking majority. The Pakistan government outlawed public meetings. Students of the University of Dhaka arranged big rallies. Police started firing at the rallies killing Abdus Salam, Abdul Jabbar, Rafiq Uddin Ahmed, Abul Barkat, and injuring hundreds of others. People sacrificed their lives to keep their mother language. Later justice was brought and the government granted official status to the Bengali language. Now today people celebrate their Native or Mother tongue.

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Vane Wire (@thevanewire)

# data[].attributes.body
https://www.instagram.com/p/CIoLUH1Hryz/?utm_medium=share_sheet
Language is much more than just how people talk. It is proof of our traditions, history, and identity that is passed from one generation to the next. The language will help to succeed and progress future generations and heritages. Each person's language has a direct correlation to their identity. We got to keep ours and others' languages alive to be worth passing on. "Without language, no culture can sustain its existence."

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Bilingualism Matters (@bilingualismmatters)

# data[].attributes.body
https://www.ted.com/talks/lera_boroditsky_how_language_shapes_the_way_we_think
There are about 7,000 languages spoken in the world with different vocabularies, grammar, and spellings. Do languages shape the way we think? Scientist Lera Boroditsky shares multiple examples of how different languages work in our world. Every place has their own slang, form of reading, and communication styles. Linguistic Diversity reveals to us how ingenious and flexible the human mind really is. Our mind isn't made of just one cognitive mind but more like 7,000. Languages do shape the way we think.

# data[].attributes.attachment_link.description
There are about 7,000 languages spoken around the world -- and they all have different sounds, vocabularies and structures. But do they shape the way we think? Cognitive scientist Lera Boroditsky shares examples of language -- from an Aboriginal community in Australia that uses cardinal directions instead of left and right to the multiple words for blue in Russian -- that suggest the answer is a resounding yes. “The beauty of linguistic diversity is that it reveals to us just how ingenious and how flexible the human mind is,” Boroditsky says. “Human minds have invented not one cognitive universe, but 7,000.”

# data[].attributes.body
https://www.youtube.com/watch?v=abgz9WgZYP8
Linguistic diverse classrooms are a normal thing because we will have multilingual students in the classroom. teachers should start to move away from the "English-only" position, because of the neglect of classroom language diversity. Now diversity is seen as a resource being used in the teaching and learning of English-based classrooms. In this webinar, Dr. Amol Pdwad looks at some issues that come up with producing sustainable linguistic diversity learning in classrooms.

# data[].attributes.attachment_link.title
Amol Padwad - Language Diversity in the English Classroom: Issues and Concerns

# data[].attributes.body
https://www.nccd.edu.au/professional-learning/classroom-adjustments-hearing-loss
This podcast highlights adjustments that teachers can make in a classroom to enable students that are deaf to participate in class on the same lines as their peers. There are multiple types of hearing loss. Some students may be either completely deaf or partially deaf. The loss of hearing can come from disease, accident, or just being born that way. Hearing loss has a straight correlation to the student's ability to learn. They may be more sensitive to different sounds, can't hear or understand the teacher, and can't participate in group settings. This podcast, tells how we as teachers can and should make accommodations for our deaf students so they have the best learning experience as everyone else.

# data[].attributes.attachment_link.description
In this episode, we talk about adjustments that teachers can make in the classroom to support students who are Deaf or Hard of Hearing There are various types of hearing loss, but all refer to a partial, or total inability to hear.

# data[].attributes.body
https://kidworldcitizen.org/the-culturally-inclusive-classroom-an-interview-with-dr-hines-gaither/
This podcast is mainly focused on world language teachers and teaches how we can embrace the culture of each diverse language in the classroom. When promoting a culturally inclusive environment in the classroom we are not just celebrating diversity but also building relationships with students from all cultural backgrounds. We learn how to incorporate social justice and diverse tongue in classes. The podcast highlights the rich cultures of the languages that Dr. Hines-Gaither teaches. We as teachers are preparing our students to build bridges in this interconnected world to embrace diversity, especially within linguistics.

# data[].attributes.attachment_link.readable_text
Welcome to Language Latte: a conversation about teaching world languages. This is Becky Morales, and I am your host. We are on episode 10- who-hoo! and today we are talking about diversity and the culturally inclusive classroom. How- and why- should world language teachers incorporate the diverse cultures that speak the languages we are teaching? Does social justice play a role in language classrooms? Treat yourself to a latte, and settle in, so we can start our chat!
This post contains affiliate links. Thank you for your support!
Every episode, I examine issues that world language teachers face when trying to help our students achieve proficiency. In this episode we are looking at how teachers can promote a culturally inclusive environment in their classes. It's not just a celebration of diversity, but also building relationships with our students from all cultural backgrounds- and fusing lessons on social justice into class. Why is this important and necessary? Let's first look at what the research says about culturally inclusive classrooms and best practices, and then I'll interview Dr Krishauna Hines-Gaither- a French and Spanish professor who is now the Director of a university Multicultural Education Department. She is going to speak on incorporating diverse voices and social justice in the world language classroom, with specific examples on Afro-Latino and Afro-Francophone culture.

In a recent study published in the Journal of Teacher Education (see below for all links), researchers found that student teachers with more cultural awareness, promoted a more nurturing classroom environment, and more positive learning outcomes for all of their students.

In this 5 year study, with thousands of students from around the country, they found that more cultural awareness equals a more nurturing, positive, and strong learning environment. The study also found that Black and Latino teachers possessed more cultural awareness and were more benevolent and sensitive towards cultural differences by drawing on their own identities and experiences as racial minorities. Teachers who had previously worked with students of color had especially high levels of multicultural awareness.

This is an extraordinarily complex topic, and in the short time I have here, we won't be able to unpack all of the whys and hows- but I hope that this conversation can be an introduction, and can give you something to think about when you are curriculum planning, and in the choices you make when you're teaching. I hope to continue the conversation in our Language Latte facebook group, and also in next season's Language Latte podcast.

There are two parts parts to the culturally inclusive classroom, that show our students that their experiences, and their voices matter. First, we have to look at who we are serving, and second, we have to look at what materials we are using.

So let's break it up. First, who are we serving? What are our students' backgrounds? Do we understand their cultural backgrounds? Are we aware of the broader social, economic, and political context from which they are coming? Have we acknowledged our own cultural lens and biases? Are we committed to building caring classroom communities?

Reflecting on these questions is paramount. Our class should be a safe place of mutual respect between the teachers and the students- free of prejudice, harassment, racism. We cannot neglect the needs of individual students or groups of students. A dear friend told me that her biggest pet peeve was- as one of the only black students in her school- the expectation in class that she would speak as the representative of all African-Americans. We should utilize diverse experiences and perspectives as resources, not in overgeneralizing behavior or opinions.

If the first part of the culturally inclusive classroom is the climate, and the students, and our relationship with them, the second part of culturally inclusive classrooms is the content: the meat and potatoes of our lessons. Even if our class is homogenous, when we are teaching world languages, it is a disservice to our students if we only talk about black history during February, or if our only cultural lesson is bringing in food for 5 de mayo. The rich cultures of the languages of our classes should be woven throughout our lessons, and span beyond Eurocentric cultures to include indigenous cultures or lessons from the African diaspora, which are often neglected.

As teachers, it is our responsibility to reach all of our students, and help all of our diverse student body to find relevant connections with the subject matter and the tasks in class. Culturally responsive teaching is just that: building the learning capacity of every student. I believe especially in a language classroom, we are preparing students to be gifted, global citizens, more capable of being successful in this interconnected world. As we are preparing our students to cross borders and build bridges, we look to culturally responsive teaching, and our lessons should challenge mainstream ethnocentrism and hegemony.

There are a couple of terms that will be mentioned in the interview today that overlap, but are not exact synonyms. You have probably heard of multicultural education: the celebration of diversity that encourages harmony, tolerance, and a positive school climate. The National Association for Multicultural Education is an international organization that is committed to issues of equity, inclusion, diversity, and justice in schooling. I am including a link in the show notes to their thorough definition of multicultural education. Mentioned within their document is the idea that students will develop a positive self-concept and pride as we provide knowledge about the histories, cultures, and contributions of diverse groups. A m ulticultural curriculum includes our students' experiences, and it should be led by culturally competent teachers, who encourage an interest in social justice, such as building a lens for the students so they can see where injustice exists.

When all of our students feel welcomed and appreciated in class, and when we highlight the rich cultures of the languages we teach, we graduate students who are more confident and prepared and compassionate and ready to succeed in our global community.

I am so happy to introduce our guest today. Dr. Krishauna Hines-Gaither has taught Spanish since 1999. Currently, she is the Director of the Multicultural Education Department at Guilford College in Greensboro, NC. She is the Past President of the Foreign Language Association of NC, and has chaired committees with the American Council on the Teaching of Foreign Languages. She received her PhD from the University of North Carolina at Greensboro in Educational Studies and Cultural Foundations with a concentration in Cultural Studies. Dr. Hines-Gaither's dissertation is titled Negotiations of Race, Class, and Gender among Afro-Latina Women Immigrants. She received her Bachelor's degree in Spanish from Salem College and a Master's degree in Spanish Education from Wake Forest University. Dr. Hines-Gaither is a graduate of the Middlebury College French Language School, as well. She specializes in Diversity and Inclusion and Afro-Latino and Francophone Culture. Dr. Hines-Gaither is a frequent trainer and public speaker- and I am going to include all of her contact information in the show notes if you'd like her to come to your school.

1) Tell me about yourself (your background or teaching experience, what you're doing now)

2) Today we are talking about inclusive classrooms. What does that mean for world language teachers?

3) What training or strategies are necessary for teachers to prepare them to to teach diverse populations?

4) Dr. Hines-Gaither how important is it for world language teachers to introduce the diverse cultures who speak the languages we are teaching, such as including Afro-Latinx and Afro-francophone cultures? Do you have any good examples for teachers?

Afro Colombia: " Somos Pacifico" by Chocquibtown

Afro-Colombians: "Las Caras de mi Gente." Afro Colombians identify with various terms indicating their African heritage.

Afro Peruvian: "Ghetto Rap." Monica Carrillo is an Afro-Peruvian activist. She appears in Henry Louis Gates' documentary titled Black in Latin America.

Afro-Mexico: " Somos Negros." Documentary on Afro-Mexicans' experiences in the Costa Chica, Guerrero region of Mexico.

Afro-Cuba: " La Gorda." Las Krudas perform a song in protest of thinness and dominant standards of beauty.

Afro-Cuba: " No Me Dejaron. " Las Krudas perform a song in protest of immigration restrictions.
Afro-Latina Women: Rotundamente Negra
Afro-Ecuador: Racism in Ecuador

Afro-Cuban Film (2013): They are We (Trailer).

5) What role does social justice take in the world language classroom?

6) Let's talk about the positives. Tell me about what you have done in your program that has worked, and what the results have looked like.

7) Where can our listeners find you, if they want to learn more?

Her fantastic web site: www.weboaal.com.
13 Must Read Books for White Teachers USC's "Designing the Culturally Inclusive Classroom" Center for Research on Education, Diversity, and Excellence (CREDE) The National Center for Culturally Responsive Educational Systems (NCCRESt) Culturally Responsive Classroom Management Strategies (Metropolitan Center for Urban Education, NYU- Steinhardt School of Culture, Education, and Human Development) Inclusive Classroom Climate- Yale (EXCELLENT)
Thank you so much for your generosity and time Dr Hines-Gaither!

NAEYC Anti-Bias Education

Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.

Cherng , Hua-Yu Sebastian. Davis, Laura A. (2017). Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education. Journal of Teacher Education.

Davis, J. E., Jordan, W. J. (1994). The effects of school context, structure, and experiences on African American males in middle and high school. The Journal of Negro Education, 63(4), 570-587.

Gay, G., Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1-16.

Hammond, Zaretta L. (2014). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students . Corwin.

Kubota, Ryuko. Austin, Theresa. Saito‐Abbott, Yoshiko (2008). Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey. Foreign Language Annals. V 36, issue 1, pg 12-24.

Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. S. Weinstein, Carol & Tomlinson, Saundra & Curran, Mary. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education. 55. 25-39.

# data[].attributes.attachment_link.title
The Culturally Inclusive Classroom: An Interview with Dr Hines-Gaither

# data[].attributes.attachment_link.description
Welcome to Language Latte: a conversation about teaching world languages. This is Becky Morales, and I am your host. We are on episode 10- who-hoo! and today we are talking about diversity and the culturally inclusive classroom. How- and why- should world language teachers incorporate the diverse cultures that speak the languages we are teaching?

# data[].attributes.body
https://podcasts.apple.com/us/podcast/building-equity-and-resiliency-with-esl-students/id1486008135?i=1000524332631
Joyce Farr in this podcast talks about building resiliency and equity with English Second Language students and families. Being a multilingual ESL professional, she is a supporter of all teachers and students, especially language minority students. Mrs. Farr grew up overseas and she uses her worldly experiences to help ESL students and their families settle into the communities and learn resilience. Speaking firsthand Joyce shares her experiences fighting for social justice. Since she has experienced inequality she talks about how she strives and helps language minority students within the classroom.

# data[].attributes.attachment_link.readable_text
Joyce Farr is a fervent advocate for all educators, students and in particular, language minority students. A multilingual ESL professional, teaching middle and high school students, she has been involved in various levels of the association at the county and state level, political canvassing for pro-education candidates and social justice activism. She currently serves on the NJEA Minority and Leadership Recruitment Committee and Women in Education Committee, and served on the NEA Resolutions Committee as an Alternate and the NJTESOL/NJBE Executive Board. She is also one of NJEA's Equity Alliance cadre of trainers from the 2017 cohort and is involved with social justice and immigrant justice groups to promote diversity, equity and inclusion. Whilst leisure is a luxury, Joyce enjoys reading, traveling and learning about different cultures.

Follow our Hosts
Sean M. Spiller | @SpillerForNJEA Jeff Bradbury | @JeffBradbury Subscribe to Member Voices
We are proud to be listed in the Apple Podcasts Directory. Please take a moment and subscribe to this show on your favorite podcast player today!
Show Hosts
Sean Spiller
Sean Spiller, a high school science teacher in the Wayne public schools, is vice president of the New Jersey Education Association. Spiller was elected as NJEA vice president beginning Sept. 1, 2017.
At NJEA, Spiller has served as chair of the Congressional Contact Committee, as a member of the Urban Education Committee and as an ethnic minority-at large representative to the Delegate Assembly. He was also a member of the National Council of Urban Education Associations (NCUEA).
Jeffrey Bradbury
Jeffrey Bradbury, author of Kidblog: An Introduction to Blogging With Your Students, is the creator of TeacherCast.net, TeacherCast University, and Educational Podcasting Today, is an ASCD Emerging Leader, Google Certified Teacher, Google Education Trainer, PBS Learning Media Digital Innovator, speaker, writer, broadcaster, consultant and educational media specialist. He is currently the Coordinator for Technology Integration for the Westwood Regional School District in New Jersey.
In 2012, Jeff was recognized as one of Top 50 educators using social media at the first-ever Bammy Awards and has been nominated three times in the category of Innovator of the Year. Jeff has Keynoted for the Pearson Authentic Learning Conference, EdTechNJ and most recently at Columbia University's Teacher College and Podcast Mid-Atlantic.

# data[].attributes.attachment_link.keywords[]
building equity and resiliency with esl students and families. featuring joyce farr

# data[].attributes.attachment_link.title
‎Member Voices: An NJEA Podcast: Building equity and resiliency with ESL students and families. Featuring Joyce Farr on Apple Podcasts

# data[].attributes.attachment_link.description
Joyce Farr is a fervent advocate for all educators, students and in particular, language minority students. A multilingual ESL professional, teaching middle and high school students, she has been involved in various levels of the association at the county and state level, political canvassing for pr...

# data[].attributes.body
About NABE. NABE. (n.d.). Retrieved March 31, 2022, from https://nabe.org/about-nabe/

About NCELA. NCELA. (n.d.). Retrieved March 31, 2022, from https://ncela.ed.gov/about

ACTFL.  . (n.d.). Retrieved March 31, 2022, from https://www.actfl.org/resources/about-actfl

Bilingualismmatters. (2022). Let's Celebrate Diversity - Especially Today On Human Rights Day. Let's Celebrate Diversity - Especially Today on Human Rights Day. Retrieved April 5, 2022, from https://www.instagram.com/p/CIoLUH1Hryz/?utm_medium=share_sheet

British Council, The Statesman. (2021). Ekushey February - International Mother Language Day. Understanding February in Depth. Retrieved April 5, 2022, from https://padlet.com/vestkm/xdv8q7ju6lffe4at.

Bruchac, J. (2019). Two roads. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Two-Roads-Joseph-Bruchac/dp/0735228868

Bullard, L., & Becker, P. (2016). My language, your language. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Language-Your-Cloverleaf-Books-Different/dp/146776034X

Calvo, X.P. (2017). Dealing with linguistic diversity in the classroom: A challenge for teachers. Make Literacy Meaningful. http://euliteracy.eu/wp-content/uploads/2017/07/MLM_Dealing-with-linguistic-diversity-in-the-classroom-a-challenge-for-teachers.pdf

Classroom Adjustments Hearing Loss. Retrieved April 5, 2022, from https://www.nccd.edu.au/professional-learning/classroom-adjustments-hearing-loss. (2017)

Corchin, D. J., & Dougherty, D. (2021). Do you speak fish? Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Do-You-Speak-Fish-Corchin/dp/1728219221

Culturally Inclusive Language Classrooms. (2018). Culturally Inclusive Classrooms. Retrieved April 5, 2022, from https://kidworldcitizen.org/the-culturally-inclusive-classroom-an-interview-with-dr-hines-gaithe.

Dealing with linguistic diversity in the classroom. Make Literacy Meaningful. (n.d.).

Retrieved March 31, 2022, from http://euliteracy.eu/dealing-with-linguistic-diversity-in-the-classroom-a-challenge-f

or-teachers/

Delpit, L., & Dowdy, J.K. (Eds.). (2008). The skin that we speak: Thoughts on language and culture in the classroom. The New Press. https://www.amazon.com/Skin-That-We-Speak-Classroom/dp/1595583505

Deutscher, G. (2016). Through the language glass: Why the world looks different in other languages. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Through-Language-Glass-Different-Languages/dp/0312610491

Devereaux, M. D., & Palmer, C. C. (2019). Teaching language variation in the classroom: Strategies and models from teachers and linguists. Routledge. https://doi.org/10.4324/9780429486678

Dyson, H. A. (1997). What difference does difference make? Teacher reflections on diversity, literacy, and the urban primary school. The National Council of Teachers of English. https://eric.ed.gov/?id=ED404661

Embracing linguistic diversity. KU SOE. (2021, June 8). Retrieved March 31, 2022, from

https://educationonline.ku.edu/community/embracing-linguistic-diversity

ESLGeek. (2019, September 17). The 20 most common grammar mistakes and how to avoid them. ESLBuzz Learning English. Retrieved April 4, 2022,

https://www.eslbuzz.com/the-20-most-common-grammatical-mistakes-and-how-to-avoid-them/

Gervais, A. (2019). The silence between us. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Silence-Between-Us-Alison-Gervais/dp/0310766168

Grammar, Language, and Culture Matter! (2020). Tiktok. Retrieved April 5, 2022, from https://vm.tiktok.com/ZTdytGGM4/.

How Language Shapes the Way We Think. (2017, October) Retrieved April 5, 2022, from https://www.ted.com/talks/lera_boroditsky_how_language_shapes_the_way_we_think.
I Love Language Diversity! We All Speak a Beautiful and Unique Version of a Shared Language. (2021). I love language diversity! we all speak a beautiful and unique version of a shared language. Retrieved April 5, 2022, from https://www.tiktok.com/@zayitika/video/6952963646079159558?_d=secCgYIASAHKAESPgo8Ab3npXJHsKOdcl8MXGjF3MWH2DWvbgEcB4R%2ByLnJte78MpRbeNXTbiCkpUz6VpS4%2FDp8lGpd0TkJAMQbGgA%3D&_r=1&checksum=d23e6c1bbc521065ec383f79be28152e480496832bfe7c7c4bbf31acbacdcac2&clips_cover_ab=v4&enable_clips=1&language=en&preview_pb=0&sec_user_id=MS4wLjABAAAAlnihpgoB-Y4Ojj9CLHZzSqn-PbKFK0x_Pdimtfa2UjV9ob62OUcrDd6FFlHXHmCj&share_app_id=1233&share_item_id=6952963646079159558&share_link_id=7724E1C0-4197-4F6B-BEFF-145ED55B454E&social_sharing=v1&source=h5_m×tamp=1647358776&tt_from=sms&u_code=dmambe9f4m69a5&user_id=7045054865433379846&utm_campaign=client_share&utm_medium=ios&utm_source=sms.

IALLT. - International Association for Language Learning Technology. (2021, April 22).Retrieved March 31, 2022, from https://iallt.org/about/

Ielts writing too informal - usingenglish.com. (n.d.). Retrieved April 5, 2022, https://www.usingenglish.com/files/pdf/ielts-writing-too-informal.pdf

Isadora, R. (2010). Say hello! Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Say-Hello-Rachel-Isadora/dp/0399252304

Katz, K. (2020). My America. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/My-America-Karen-Katz/dp/0805090126/ref=asc_df_0805090126/?tag=hyprod-20&linkCode=df0&hvadid=521376088314&hvpos=&hvnetw=g&hvrand=7343151439192907798&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9029908&hvtargid=pla-1210430914950&psc=1

Language Diversity in the English Classroom: Issues and Concers. (2021). Language Diversity in the English Classroom: Issues and Concerns. Retrieved April 5, 2022, from https://www.youtube.com/watch?v=abgz9WgZYP8.

Lesson: Intro lesson (ages 3-7) - ESL kids lesson plans ... (n.d.). Retrieved April 5, 2022, https://www.eslkidstuff.com/lesson-plans/pdf/intro-lesson-young-kids.pdf

Levey, S., & Polirstok, S. (2010). Language development: Understanding language diversity in the classroom. SAGE Publications. https://books.google.com/books?id=DoVNCgAAQBAJ&dq=language+diversity+in+the+classroom&lr=&source=gbs_navlinks_s

Lombard, J. (2007). Drita my homegirl, Jenny Lombard. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Drita-My-Homegirl-Jenny-Lombard/dp/0142409057?SubscriptionId=AKIAI2HVXFXRY7CYGA6A&tag=httpembedly-20&linkCode=xm2&camp=2025&creative=165953&creativeASIN=0142409057#moreAboutThisProduct

Moons, C. (2010). Kindergarten teachers speak: Working with language diversity in the classroom. Department of Integrated Studies in Education. https://escholarship.mcgill.ca/concern/theses/8w32r6027

New Jersey Association. (2017). Building Equity and Resiliency With ESL Students and Families. Retrieved April 5, 2022, from https://podcasts.apple.com/us/podcast/building-equity-and-resiliency-with-esl-students/id1486008135?i=1000524332631.

Parts of the body - a complete ESL Lesson Plan. Games4esl. (2021, June 19). Retrieved April 4, 2022,  https://games4esl.com/lesson-plans/parts-of-the-body/

Samani, M. (2021, January 15). Incorporating linguistic and cultural diversity into early

childhood practice. The Institute Blog. Retrieved March 31, 2022, from

https://earlychildhoodny.org/blog/incorporating-linguistic-and-cultural-diversity-in

o-early-childhood-practice/

Stephenseifert. (2021, January 23). 4 inspiring ESL lesson plans for high school students. FluentU English Educator Blog. Retrieved April 4, 2022, https://www.fluentu.com/blog/educator-english/esl-lesson-plans-for-high-school/

Tan, S. (2014). The arrival. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Arrival-Shaun-Tan/dp/0439895294/ref=sr_1_1?crid=385AHLVFJK3ZS&keywords=The%2Barrival&qid=1647465784&s=books&sprefix=the%2Barrival%2Cstripbooks%2C151&sr=1-1

Teaching culturally and linguistically diverse students. American University. (n.d.).

Retrieved March 31, 2022, from

https://soeonline.american.edu/blog/culturally-and-linguistically-diverse-students

Teaching verbs to ESL students tense by tense. BrightHub Education. (2011, November 3). Retrieved April 4, 2022, https://www.brighthubeducation.com/esl-lesson-plans/126436-teaching-verbs-with-comprehensive-list-of-activities/

US Department of Education (ED). (2021, June 1). The Office of English Language

Acquisition, Language Enhancement, and academic achievement for limited

English proficient students (OELA). Home. Retrieved March 31, 2022, from

https://www2.ed.gov/about/offices/list/oela/index.html

Warga, J. (2021). Other words for home. Amazon. Retrieved March 31, 2022, from https://www.amazon.com/Other-Words-Home-Jasmine-Warga/dp/0062747800

10 tips for embracing language & cultural diversity in the classroom. Teaching

Strategies. (2021, August 31). Retrieved March 31, 2022, from

https://teachingstrategies.com/blog/10-tips-language-cultural-diversity-classroom/