A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners

2017 ◽  
Vol 61 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Luciana C. de Oliveira ◽  
Steven Z. Athanases
Keyword(s):  
Linguistically Diverse ◽  
Diverse Learners ◽  
Instructional Scaffolding ◽  
Linguistically Diverse Learners

Speech Acts and Cross-Cultural Pragmatics

2019 ◽  
pp. 223-238
Author(s):  
Clara Bauler
Keyword(s):  
Cultural Diversity ◽  
Speech Acts ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Diverse Learners ◽  
Cross Cultural ◽  
Dominant Language ◽  
Pragmatic Awareness ◽  
Linguistically Diverse Learners ◽  
Cultural Pragmatics

Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.

Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
William C. Hunter ◽  
Keishana L. Barnes ◽  
Aylcia Taylor ◽  
Charmion Rush ◽  
Tachelle Banks
Keyword(s):  
Learning Communities ◽  
Culturally Relevant ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Student Behaviors ◽  
Flexible Grouping ◽  
Learning Groups ◽  
Course Content ◽  
Linguistically Diverse Learners ◽  
Instructional Best Practices

Abstract In this article, two instructional practices, Numbered Heads Together (NHT) and Carousel Brainstorming (CB), are discussed to guide instructors through the intentional practice of incorporating flexible groupings (CEC, HLP 17) in their daily instruction for the purpose of creating Culturally Relevant PK-12 Learning Communities for CLD Learners with Exceptionalities. Although NHT and CB are not the only approaches for implementing cooperative learning groups as an effective instructional tool, it is the authors’ premise that both practices successfully promote academic achievement and provide a positive, culturally relevant design for diverse learners, as well as a practitioner-friendly framework that is easily implemented. NHT and CB also serve as a means to provide students with a voice for their learning and to promote positive student behaviors. Regardless of the setting or identified disability, when facilitated with foresight and careful planning, evidence-based instructional best practices are supported, and inclusive course content is attained through the use of NHT and CB. Example lesson plans to intentionally incorporate both strategies are included within the article.

Improving Learning and Behavioral Outcomes for Culturally and Linguistically Diverse Learners: An Overview

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Lyndal M. Bullock ◽  
Robert A. Gable
Keyword(s):  
Behavioral Outcomes ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Demographic Changes ◽  
Special Issue ◽  
Ways Of Thinking ◽  
Linguistically Diverse Learners

AbstractThere have been visible demographic changes in our classrooms, schools, communities, and nation. These changes have called for new ways of thinking and doing. It is no more new to see culturally and linguistically diverse (CLD) learners in our schools. The question then becomes, How do we improve their learning and behavioral outcomes? This article introduces the Special Issue of

Facing the Challenges of Today and the Future: Ensuring Successful Outcomes for Students from Culturally and Linguistically Diverse Backgrounds

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Lyndal M. Bullock ◽  
Robert A. Gable ◽  
Kelly Carrero ◽  
Calli Lewis ◽  
Emerald Collins ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Cultural Heterogeneity ◽  
Diverse Backgrounds ◽  
American Schools ◽  
Linguistically Diverse Learners

AbstractAmerican schools are witnessing the increasing cultural heterogeneity of our nation’s population. Educators are faced with the challenge of ensuring positive educational outcomes for all students, despite the lack of empirical understanding of how to effectively educate culturally and linguistically diverse learners. The purpose of this paper is to provide educators with examples of evidence-based practices specific to diverse learners. In addition, recommendations of resources for accessing the most current research and practices are provided

Creating Taxonomies to Improve School–Home Connections With Families of Culturally and Linguistically Diverse Learners

2010 ◽  
Vol 43 (6) ◽  
pp. 651-670 ◽  
Author(s):  
Caroline Teresa Linse
Keyword(s):  
Parent Involvement ◽  
Culturally Diverse ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
School Practices ◽  
School Based ◽  
Culturally Diverse Learners ◽  
Linguistically Diverse Learners

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

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