# data[].attributes.body
Cultural responsiveness enables individuals and organizations to respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, disabilities, religions, genders, sexual orientations, and other diversity factors in a manner that recognizes, affirms, and values their worth.

# data[].attributes.body
- Display diversity in posters, dual language, and multicultural books.
-Provide a print-rich environment with pictorial support
- Ensure that students see their languages and cultures reflected in a variety of ways such as artifacts, flags, posters, and multilingual signage.

# data[].attributes.body
- Use Students' preferred names and pronounce them correctly
- Learn and use a few words or greetings in students' languages.
-Know the backgrounds of students and implications for instruction.
-Reach out to parents and families
-Pair a buddy or student ambassador with each newcomer.

# data[].attributes.headline
Use students' preferred names and pronounce them correctly 

# data[].attributes.subject
Use students' preferred names and pronounce them correctly 

# data[].attributes.body
-Ensure that interpreters are available at parent-teacher conferences
-Ensure that interpreters are available for parent-initiated interactions.
-Dedicate a phone number allowing parents to report school absences in the home language.
-Provide families with written home communication and phone calls in their preferred language.
-Invite parents to read bilingual books to students at school
-Involve parents as classroom speakers or guests.

# data[].attributes.body
-Match supplementary materials and supports with English language development levels.
-Reflect diverse student experiences, cultures, and languages.
-Incorporate differentiated supplementary materials that support content instruction.
-Provide bilingual or first-language materials as needed
-Ensure that classroom materials reflect the diversity of all students. For example, skin tones in crayons, colored pencils, multiethnic and differently-abled dolls, etc.

# data[].attributes.body
ELLs (English language learners)or MLLs ( multilingual learners) are students whose parent or guardian reports one or more languages than English at home.

# data[].attributes.headline
Learn and use few words in student's languages 

# data[].attributes.subject
Learn and use few words in student's languages 

# data[].attributes.headline
Hands on visual representation of letters

# data[].attributes.subject
Hands on visual representation of letters

# data[].attributes.headline
My own hands-on visual representation of letters

# data[].attributes.subject
My own hands-on visual representation of letters

# data[].attributes.headline
Extracurricular activities, events, and community participation at school 

# data[].attributes.subject
Extracurricular activities, events, and community participation at school 

# data[].attributes.body
-Ensure equitable participation of English Learners in all aspects of school such as band, chorus, sports teams, school newspaper, clubs, etc.
-Incorporate extracurricular events and clubs reflective of diverse cultural interests.
-Incorporate music reflecting students' cultures into school concerts.

# data[].attributes.headline
Visual representations and hands on materials 

# data[].attributes.subject
Visual representations and hands on materials 

# data[].attributes.headline
Incorporating music reflecting students' cultures 

# data[].attributes.subject
Incorporating music reflecting students' cultures 

# data[].attributes.attachment_link.title
NBMS Winter Concert (2011) - "A La Nanita Nana"

# data[].attributes.body
I chose this topic because it is my desire to become a bilingual education and ESL teacher after I graduate with my masters at SHU. I strongly believe in the importance of welcoming ELLs and their families into the school community and building a sense of comfort, trust, and acceptance. In my own personal life, my parents came from the Dominican Republic to the United States, not knowing any English. I watched them struggle with communication, adjusting to a different culture, etc. This is why I want to always acknowledge the cultural backgrounds of my students and their families and be able to support them as they adjust to American culture and learn English.

# data[].attributes.body
My topic is cultivating a culturally responsive ethos for ELL students and the format is on a Padlet. Teachers, school staff, and administrators can have access to this Padlet via a link.

# data[].attributes.headline
Bilingual labels in a real-life classroom 

# data[].attributes.subject
Bilingual labels in a real-life classroom 

# data[].attributes.headline
Clubs reflective of diverse cultural interests

# data[].attributes.subject
Clubs reflective of diverse cultural interests

# data[].attributes.headline
Rules of the classroom in dual language 

# data[].attributes.subject
Rules of the classroom in dual language 

# data[].attributes.body
I can use this as a general education, bilingual education, and ESL teacher to use this resources to develop a culturally responsive learning environment where every student's culture, languages, and life experiences are acknowledged, and celebrated. I can also share this Padlet with my coworkers and administrators so that this is a shared idea.

# data[].attributes.headline
Provide written information in the parent/guardian's language 

# data[].attributes.subject
Provide written information in the parent/guardian's language 

# data[].attributes.body
Snyder, S., Fenner, D. S., Cooper, A., & Monick, K. (2021). Culturally responsive teaching for multilingual learners: Tools for equity. Corwin, a SAGE Company.

Westernoff, F., Jones-Vo, S., & Markus, P. (2021). Powerful practices for supporting English learners: Elevating diverse assets and Identities. Corwin.

# data[].attributes.attachment_link.title
ARE YOU MY MOTHER ? | ¿ERES TÚ MI MAMÁ? | BILINGUAL CHILDREN'S READ ALOUD