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Teaching Culturally and Linguistically Diverse Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kusiak, Karen |
| Copyright Year | 2017 |
| Abstract | There are many socio-cultural and other environmental factors that influence the development of culturally and linguistically diverse students. One is their home life. What kind of family structure do they have? A nuclear family is known to be the best structure for any child. However, depending on the help and support they get from their family, this could have a negative effect. A child’s parents could speak little to know English. As an ELL student, one needs all the help they can get, and not having that extra practice or knowledge from the parents can be a problem in the speed at which they learn the language. Yet another big factor is the teacher. Are they impeding growth in the student? Have they created a safe learning environment for the child to flourish? A culturally and linguistically diverse student not only needs support at home, but in the classroom especially. Without a safe and comfortable environment, created by the teacher, in the classroom they can feel discouraged to learn and participate in classroom activities. Each factor plays a role in the development of culturally and linguistically diverse students, but none can begin to push and move the student in a positive direction if the students readiness in their native language and English language are assessed. Teachers need a starting point to build off of. Without it, they have no base at which to start and begin to teach their student. 2 Discuss, compare, and contrast several theoretical interpretations of the development of the target population. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://webapps.roanoke.edu/courses/educ/aktrue/Final%20Exam_1-2.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
