Not For ESOL Teachers: What Every Classroom Teacher Needs To Know About The Linguistically, Cultural ((TOP))
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Not for ESOL Teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student provides the basics and background information needed to teach English learners in the classroom. This publication continues to be a labor of love for the student who is learning through a foreign language. It has tremendous affection, respect, and compassion for the mainstream teacher who is not a trained teacher of English to speakers of other languages (TESOL).
Eileen N. Whelan Ariza received her Ed.D. in Multilingual/Multicultural Education from the University of Massachusetts, Amherst, and her MAT in TESOL, Spanish as a Second Language, and her Bilingual/Multicultural Endorsement from the School of International Training in Brattleboro, Vermont. A Teaching Fellow for many years at Harvard University's English Language Institute, she is a professor in Florida Atlantic University's teacher education program, and is ESOL Coordinator for the College of Education, where she prepares both prospective and current teachers in the undergraduate and graduate programs. A three time Fulbright Scholar to Mexico, Costa Rica, and Malta, Ariza has taught English as a foreign/second language methodology in several countries to teachers, and ESOL to students ranging from preschoolers to the elderly. Her primary research interests are in ESOL, both in the United States and overseas, cross-cultural communication, and preparation of mainstream teachers with English learners in their classroom. Ariza has authored and co-authored several popular textbooks (e.g., Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. (3nd Ed). Boston, MA: Pearson; Why TESOL Theories and issues in teaching English as a second language for K-12 teachers. (4th Ed.). Dubuque, IA: Kendall/Hunt Publishing, and over 85 peer reviewed publications.
As an ESL teacher in a middle school and high school, I have used this book to broaden my knowledge of cultural groups, and cross-cultural understandings. I have also used various chapters and resources from the appendixes to support colleagues teaching in the mainstream as well as non-instructional staff members in the school community so they better understand and are able to better meet the needs of our diverse student body.
Whelan Ariza, E. (2010). Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. Boston, MA: Pearson Education, Inc.
Ariza, E. N. W. (2010). Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student.Boston, MA: Pearson Education, Inc. This book includes examples, for the general educator, of ways to modify content for English learners. Examples of behaviors exhibited in the classroom by English language learners are provided, as are assessment concerns and strategies.
Hadaway, N. L., Vardell, S. M., & Young, T. A. (2009). What every teacher should know about English language learners. Boston, MA: Pearson Education, Inc. This book offers background information about English language learners to suggest a basis for classroom organization. Practical classroom strategies are included.
Fostering inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great opportunity for teachers to learn how to create positive classroom environments and can serve as a foundation for understanding how to promote diversity in your classroom.
Gerena, L. \"What do mainstream teachers need to know about grammar In E.N.Whelan Ariza & S. Lapp, (Ed). Language, Literacy, and Culture: Methodologies for K-12 teachers of ELLS in the mainstream classroom. Boston: Allyn and Bacon..\" In E.N.Whelan Ariza & S. I. Lapp. Literacy, Language, and Culture: Methods and Strategies for Mainstream Teachers with Not-so-Mainstream Learners. Charlotte, NC: Kona Publishing and Media Group, HED. ISBN: 978-1-935987-30-7. 2012: .
Gerena, L. \"What mainstream teachers need to know about writing and culture: Writing is a cultural event. In E.N.Whelan Ariza & S. Lapp, (Eds). Language, Literacy, and Culture: Methodologies for K-12 teachers of ELLS in the mainstream classroom. Boston: Allyn and Bacon..\" In E.N.Whelan Ariza & S. Lapp, (Eds). Literacy, Language, and Culture: Methods and Strategies for Mainstream Teachers with Not-so-Mainstream Learners.. 2011: .
In an ESL Endorsement program, you can learn alongside fellow certified teachers with a range of experiences and school environments. Engage in thought-provoking discussions about real issues you and your classmates witness every day in the K-12 classroom.
A multicultural society is best served by a culturally responsive curriculum. Schools that acknowledge the diversity of their student population understand the importance of promoting cultural awareness. Teachers who are interested in fostering a cultural awareness in their classroom should actively demonstrate to their students that they genuinely care about their cultural, emotional, and intellectual needs. To this end, there are several strategies that you can use to build trusting relationships with diverse students. To incorporate cultural awareness into your classroom curriculum, you should:
2. Redirect your role in the classroom from instructor to facilitator. Another important requirement for creating a nurturing environment for students is reducing the power differential between the instructor and students. Students in an authoritarian classroom may sometimes display negative behaviors as a result of a perceived sense of social injustice; in the culturally diverse classroom, the teacher thus acts more like a facilitator than an instructor. Providing students with questionnaires about what they find to be interesting or important provides them with a measure of power over what they get to learn and provides them with greater intrinsic motivation and connectedness to the material. Allowing students to bring in their own reading material and present it to the class provides them with an opportunity to both interact with and share stories, thoughts, and ideas that are important to their cultural and social perspective.
English-language learners do not have the same needs as those with special needs and it is important that everyone involved in the assessment process is aware of the differences between LEP and special needs when assessing and placing culturally and linguistically diverse students. Special needs students have a disability that may be psychological, medical or mental, in which the curriculum they receive has been altered from the general education in order to fit their individual learning needs. Teachers are trained to help students learn depending on the particular disability of the student. LEP students also require the help of teachers trained to meet their individual needs, which is communicating in the English language and adapting to American culture. LEP students do not have a disability that affects their ability to learn. One way to help these students is to place them in programs with specialized teachers where they can develop their English language skills while continuing to learn academic subjects.
Dear Karen,I like your wiki very much. You have included valuable information and also graphics explaining the concept of culturally and linguistically diverse students. Great job!I have added the following to your page under what teachers need to know:\"At the same time, educators of culturally and linguistically diverse students should always include the children's L1. Children can only learn to communicate in their L2 if they have well-developed communication skills in their L1. Krashen's monitor hypothesis emphasizes that children apply their L1 knowledge to learn their L2 more easily. Therefore, educators must help their students' to build upon their prior language knowledge. In other words, they need to allow learners to arrange new knowledge based upon previously acquired L1 mental frameworks. Thus, educators must help their students to make connections with what they have already learned (Garcia, 2002).\"I think it is important to stress obstacles like the English-Only approach in education with diverse students. Teachers need to be aware that methods like the English Only approach relate to the persistent underachievement of culturally diverse students in the U.S., because it does not provide learners with the tools they need to perform well. This means, teachers need to be reminded to further recognize the individuality of their students. In education, it is important to empower students so that they can become independent, self-regulated learners. Culturally diverse students need their cultural attributes and native language skills to do well in school. They rely upon their previously gained knowledge to make sense of what they are learning. 153554b96e
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