scholarly journals Promoting Student Discourse in a Linguistically Diverse Community-of-Learners Classroom

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Anamika Ghosh
Keyword(s):  
Linguistically Diverse ◽  
Community Of Learners ◽  
Student Discourse ◽  
Diverse Community

Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

2021 ◽  
pp. 60-78
Author(s):  
Shadrack Gabriel Msengi
Keyword(s):  
Social Justice ◽  
Critical Literacy ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Literacy Practices ◽  
Linguistically Diverse ◽  
Community Of Learners ◽  
Children And Parents ◽  
Diverse Backgrounds

This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix

2019 ◽  
Vol 22 (1) ◽  
pp. 67-94
Author(s):  
Katherine A. Abba ◽  
R. Malatesha Joshi ◽  
Xuejun Ryan Ji
Keyword(s):  
Community College ◽  
Second Language ◽  
English Language ◽  
Linguistically Diverse ◽  
The United States ◽  
Generation 1.5 ◽  
College Level ◽  
College Population ◽  
Diverse Community ◽  
Language Students

Abstract Proficient writing in English is a challenge for the linguistically diverse community college population. Writing research at the community college level is warranted in order to guide instruction and assist students in achieving higher levels of proficient writing. The current study examined the writing of three community college groups: native English Language students (L1, n = 146), English as a Second Language students primarily educated abroad (L2, n = 31), and English as a Second Language students who graduated from high school and lived in the United States for more than four years (Generation 1.5, n = 72). The writing samples were analyzed using Coh-Metrix to examine group differences in lexical, syntactic, and cohesion characteristics. Results indicated significant differences in syntactic and lexical measures among all groups, with small to large effect sizes. The majority of differences related to proficient writing characteristics were found between L1 and Generation 1.5 groups.

Challenges and Opportunities With Deaf Multilingual Learners

2022 ◽  
pp. 1-39
Author(s):  
Alliete Rodriguez Alfano ◽  
Sarah Radlinski ◽  
Mariana García del Corro-Helbig
Keyword(s):  
Linguistically Diverse ◽  
Cultural Learning ◽  
Immigrant Parents ◽  
Culturally Competent ◽  
Hearing Parents ◽  
Effective Interventions ◽  
The World ◽  
Challenges And Opportunities ◽  
Diverse Community ◽  
Learning Constraints

There are an estimated 34 million children worldwide with hearing loss greater than 40dB. As around 90% of children who are Deaf/Hard-of-Hearing (DHH) are born to parents with typical hearing there are often questions of what language the child who is DHH could and should learn. For the 90% of typically hearing parents who had no prior knowledge of sign language, the idea of having to learn another language to use with their children can be very daunting. Additionally, as the world becomes more bi/multilingual, many children who are DHH may live in a culturally and linguistically diverse community where the home language is not the same language as the community at large; these children are known as DHH Multilingual Learners (DMLs). This can cause additional potential language and cultural learning constraints on immigrant parents who are not yet familiar with their new community's spoken language(s) and culture(s). This results in an increased need for culturally competent professionals to work with DMLs to provide effective interventions.

Children Framing Childhoods

2020 ◽  
Author(s):  
Wendy Luttrell
Keyword(s):  
Young People ◽  
Working Class ◽  
Educational Research ◽  
Linguistically Diverse ◽  
Children And Youth ◽  
Growing Up ◽  
Research Practice ◽  
Different Ages ◽  
Diverse Community ◽  
Over Time

Urban educational research, practice, and policy is preoccupied with problems, brokenness, stigma, and blame. As a result, too many people are unable to recognize the capacities and desires of children and youth growing up in working-class communities. This book offers an alternative angle of vision—animated by young people's own photographs, videos, and perspectives over time. It shows how a racially, ethnically, and linguistically diverse community of young people in Worcester, Massachusetts, used cameras at different ages to capture and value the centrality of care in their lives, homes, and classrooms. The book's layered analysis of the young people's images and narratives boldly refutes biased assumptions about working-class childhoods and re-envisions schools as inclusive, imaginative, and “careful” spaces. The book challenges us to see differently and, thus, set our sights on a better future.

Sign in / Sign up

Export Citation Format

Share Document