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De La Garza, T. O., Lavigne, A. L., & Si, S. (2020). Culturally responsive teaching through the lens of dual language education: Intersections and opportunities. College of Education and Human Services, Utah State University.

YouTube. (n.d.-a). How Cultural Differences Might Affect Class Participation. YouTube. https://www.youtube.com/watch?v=LIYNo9TG2mg

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By focusing on the following factors, the school creates a welcoming and supportive environment that helps both students and also families feel respected and involved.

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Many parents who don’t know English may feel inferior because they don't know the language and sometimes they can't be part of their child’s education. By encouraging the parents to read to their children even in their own language, the school helps parents feel important and involved in their child's education. This will also strengthen the relationship between both.

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Reading with your children sets them up for a successful future, study says

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Using dual-language books, students can start connecting English to their first language. For example, if they see a picture of a cat, they’ll see the words ‘cat’ and ‘gato,’ this will help them learn vocabulary in both languages. When families see that their kid learning in both languages, they may feel more connected to the learning process. Families who speak the home language may support more in their child’s education if they see both languages represented.

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A Spanish speaking mother, was unsure how to help her daughter with math homework because she didn’t speak English. I introduced dual-language books that had the name of the numbers in English and Spanish, the mother began helping her daughter. This helped the mother improve her vocabulary, and she even felt more confident supporting her kid learning.

As she got more involved, she started volunteering at school. This made her feel more connected to the school community, and she became a little more confident in both languages. This shows how family engagement, like doing homework together and participating in school, strengthens the learning experience and builds a supportive school community.

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Social evaluation in interactions with peers are based on cultural norms and values. When focusing social cultural factors impacting Emerging Bilinguals, peer interaction plays an important role in language development, academic success, and social integration.

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Language Development through Peer Interaction

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Language Development through Peer Interaction

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Study's support the idea that the quality of peer interactions directly impacts language learning outcomes for emergent bilinguals.

Exposure to fluent speakers can improve vocabulary and grammar development, and peers offer natural environments for language practice.

In the article “Culture, Peer Interaction, and Socioemotional Development” by Xinyin Chen it argues how children play an active role in their development through their response to peer influence and through their participation in adopting existing cultures and constructing new cultures for social evaluation and other peer activities.

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Dr. Diane highlights that structured peer interactions can significantly increase language development by providing special contexts for practice and how to apply it. Dr. Diane also depicts the importance of creating a well collaborative learning environments where ELLs feel comfortable engaging with their classmates so that not only helps their linguistic growth but their social too.

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Dr. Diane August: Lessons learned about peer interaction for ELLs

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Peer interaction plays a big role in students life. When I came to the U.S big part of what helped me learn English was the peer interaction I had. My classmates were bilingual but my teachers encourage them to use both languages with me so I could develop my English skills while still relying on my first language for support. My classmates played the role of both teachers and friends, helping me navigate not only the language but also the cultural differences I experienced.

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Chen, X. (2011). Culture, peer interaction, and socioemotional development. Child Development Perspectives, 6(1), 27–34. https://doi.org/10.1111/j.1750-8606.2011.00187.x

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In a DL classroom environment, anchor charts can be a powerful tool.

Spring ISD Professional Development 8/8/2024

Cross-Linguistic Connections (CLC)

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Dual Language Classroom Checklist Sample

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Cummins, J., Chow, P., & Schechter, S. R. (2006). Community as curriculum. Language Arts.

CBS News Minnesota . (2024). Reading with your children sets them up for a successful future, study says. YouTube. https://youtu.be/jOFtn6gN44o

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Promoting College Awareness in my class!

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As stated in Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities, by De La Garza, Lavigne, and Si (2020) "CRT (culturally responsive teaching) that is validating reinforces students’ cultural pride and identity by connecting school experiences to their lived experiences, traditions and language" (pg. 1565). The diverse population we serve as teachers allows us to portray our lessons in various ways. Knowing and understanding the cultural backgrounds that our students come from allows us to use their background knowledge as an aid to their learning. This affects EB's in both ways, depending on how teachers implement the knowledge of their students' cultures. If not implemented or valued, students will feel as if their history, beliefs, and background are not important or are inferior to the ones that teachers do care for, creating an imbalance of power between students. If done correctly, students will feel the efforts put in for their background and participate actively in what is being taught in class. Therefore, the latter is what teachers should strive to implement in their classrooms. Bringing in ideas and topics that they already know as a resource for them to build strong connections to the topics being taught is what culturally responsive teaching is. CRT encompasses 4 main practices that can be used to be conscious of students' cultural backgrounds: affirmations, text, differentiated instructions, and cooperative learning (De La Garza, Lavigne, and Si, 2020)(pg1565). Affirmations are when teachers understand and appreciate the unique backgrounds and cultures of the students in their classroom. This is not a boasting, but a sincere acknowledgment of the skills the students bring with them. Text is the type of resource a teacher chooses to use in their classroom. When deciding which articles or stories to use, incorporating texts with the students' cultures is a way to create connections between texts and students further. Differentiated instruction involves creating accommodations to fit each of the students' learning methods. This calls for giving students a choice of how they will voice what they have learned. This also calls for different strategies when presenting new topics to students (ex. presentations, videos, hands-on activities, etc.). Lastly, cooperative learning is a way teachers can create environments to foster learning. This is to create groups or settings in which students learn from each other and teach each other, rather than the teacher being the only one to offer knowledge. Students work together in research, creating projects, and presenting their findings. This helps students identify themselves as learners and teachers, as well as allows them to exchange ideas and values that are connected to their culture.

https://www.youtube.com/watch?v=LIYNo9TG2mg

This video shows an example of how students from different backgrounds participate differently in class, therefore it's important to know the values and behaviors of different cultures and how that might be seen in your classroom.