t to review the Robertson and Ford overview and other readings. The matrix will begin something like this:
- What is “culture” to you?
- How is your cultural and linguistic background affecting your instruction?
- How do you view your students’ cultural and linguistic backgrounds?
- How is your cultural and linguistic background affecting how you see your students?
- What do researchers suggest as the best way to involve students from culturally and linguistically diverse backgrounds?
- What do researchers suggest as a way to engage students who may not speak English (including Standard English) as their first language? How can teachers assist in English learning? How can teachers support bilingual or multilingual development?
- What do you know about yourself now that is different from before?
- How will you change your approach to instruction?
- How might you assist a new teacher in this kind of introspection?
A shared set of beliefs, attitudes, and behavior that are characteristic of a particular social group or organization.
A socially constructed category of people who share biologically transmitted traits that members of a society consider important.
A social category of people who share a common culture, such as a common language, a common religion, or common norms, customs, practices, and history.
A variety of techniques used to adapt instruction to the individual ability levels and learning styles of each student in the classroom.
English Learners/English Language Learners (ELs or ELLs)
Individuals who are in the process of transitioning from a home or native language to English or who are learning English as a second (or other) language.
Pull-Out Language Instruction Model
A trained professional pulls small groups of students who are learning English as a second language from general education classes. This is often used in the process of transitioning from a home or native language to English.
Push-In Language Instruction Model
A trained professional co-teaches with a general education(and/or special education) teacher and serves as support for students who are in the process of learning English.
An approach to educating children with special needs in which they are included in general education classrooms, with appropriate instructional aids and support services.
An approach to education that includes perspectives from and content about diverse groups, embraces diverse cognitive styles, and promotes equity in a diverse society.
Changing from one mode of speech to another as the situation demands, whether from one language to another or from one dialect of a language to another.
Cognitive academic language proficiency; key vocabulary words, terms and concepts associated with a particular topic being taught.
Basic Interpersonal Communication Skills; language skills needed to interact in social situations.