As our children search to identify and understand their place in society, the choices that we make in our schools and classrooms can either hinder or facilitate their growth. Culturally responsive classrooms respect and appreciate students' culture and home language, and look at these differences as classroom assets. In her book titled Literacy Development with English Learners, Lori Helman (2016) says "The prevalence of culturally responsive instruction for mainstream students but not for students of diverse backgrounds may account to some degree for the gap between the literacy achievements of mainstream and non-mainstream students" (p.26). This demonstrates the importance of representing every students culture in the curriculum.
Below are some activities that I put together for some of the courses in this program which I feel helped my students to create relationships within themselves by building identity through literacy.
Below are some activities that I put together for some of the courses in this program which I feel helped my students to create relationships within themselves by building identity through literacy.
Using Literacy to Build Identity
In ECI 540- Reading in the Elementary School, we discussed at length the importance of bringing into the classroom literature that mirrored the students experiences and backgrounds. This simple act can have powerful effects far outreaching the confines of the classroom.
In the paper attached below, I discuss the important implication of bringing into the classroom literature that mirrors the culture and life experiences of our students and argue to the positive effects on the child's sense of identity.
In ECI 540- Reading in the Elementary School, we discussed at length the importance of bringing into the classroom literature that mirrored the students experiences and backgrounds. This simple act can have powerful effects far outreaching the confines of the classroom.
In the paper attached below, I discuss the important implication of bringing into the classroom literature that mirrors the culture and life experiences of our students and argue to the positive effects on the child's sense of identity.
Creating Purposeful Learning Experiences
During my ECI 546 course, I worked with an ESL teacher in this program, on a fluency project which allowed my students to practice reading for fluency in Spanish, record, and share that reading with other English Language Learners as they practiced their fluency in English. I did this with students that stay for my after school Spanish Literacy Class, which I have been doing at my school for about 5 years now. The goal of this class is to help students become truly bilingual, able to read and write in both languages. "The more they know about language and literacy in one language, the better prepared they are to learn to read and write in English"( Helman, 2016, p.118)
This collaboration allowed my students an audience, which gave the fluency practice purpose, and it also allowed for the relationship to be built between their home language and the school setting.
During my ECI 546 course, I worked with an ESL teacher in this program, on a fluency project which allowed my students to practice reading for fluency in Spanish, record, and share that reading with other English Language Learners as they practiced their fluency in English. I did this with students that stay for my after school Spanish Literacy Class, which I have been doing at my school for about 5 years now. The goal of this class is to help students become truly bilingual, able to read and write in both languages. "The more they know about language and literacy in one language, the better prepared they are to learn to read and write in English"( Helman, 2016, p.118)
This collaboration allowed my students an audience, which gave the fluency practice purpose, and it also allowed for the relationship to be built between their home language and the school setting.
Connecting the home and the class through Literacy
Creating opportunities for students to utilize their skills and abilities
We often focus on what our students can't do, as we try to mold them into our school culture expectations. Students who are learning a second language and students from the outskirts of our society, all enter our classrooms with knowledge and skills that have served them to navigate their environments. The school environment may require a different set of skills, but we must build on what they bring in order to grow their self esteem and confidence.
The video below is of two students in my classroom showing off their English reading and simultaneous interpretation in Spanish. This video was part of a presentation on English Language Learners that I worked on with a partner in course ECI540 after a book study of Lori Helman's Literacy Development with English Learners (Helman, 2016).
We often focus on what our students can't do, as we try to mold them into our school culture expectations. Students who are learning a second language and students from the outskirts of our society, all enter our classrooms with knowledge and skills that have served them to navigate their environments. The school environment may require a different set of skills, but we must build on what they bring in order to grow their self esteem and confidence.
The video below is of two students in my classroom showing off their English reading and simultaneous interpretation in Spanish. This video was part of a presentation on English Language Learners that I worked on with a partner in course ECI540 after a book study of Lori Helman's Literacy Development with English Learners (Helman, 2016).