Lit Summary

Running head: LITERATURE EXECUTIVE SUMMARY
Literature Executive Summary Katie C. Pinney Seattle University
Running head: LITERATURE EXECUTIVE SUMMARY 2 Bi-lingual and multicultural education is one of inclusion, not segregation (Irby et.al. 2011). In K-12 education, students with linguistic and cultural differences must be accepted and integrated in to the mainstream classroom rather than separated from their English speaking peers. The topic for our multicultural competence workshop is Linguistic Inclusivity and Diversity. This topic includes a breadth of articles that explore language and diversity in the K12 classroom. More specifically, various subgroups surfaced during my search such as bi-lingual education, English as a Second Language (ESL), English Language Learners (ELL), code switching, cultural brokerage, and dialect. I chose to further explore ESL and ELL students for our workshop. Three key themes emerged in the readings and those are student identity formation or development, teacher attitudes and perceptions of ESL/ELL students in their classroom, and linguistic access and participation in the classroom. Identity Formation or Development Besides the challenge of learning a new language, young ESL or ELL students are faced with identity formation issues as well. A positive implication on identity in inclusive education is the hybrid of native language and English in the classroom leads to ESL students feeling more valued as individuals and fosters positive cultural identity formation (DaSilva Iddings & Katz, 2007) along with a sense of involvement and solidarity (Iddings, 2005). A dilemma that ESL students face when they are separated from the mainstream classroom is conflicting feelings about which language they should use. While using their native language is easy and used for interpersonal communication, not speaking English may lead to feelings of disappointment and failure (Liang, 2006). It will be difficult for students to accept others and themselves if they feel insecure about their identity and cultural significance (Benavides, 1992).
Running head: LITERATURE EXECUTIVE SUMMARY 3 Teacher Attitudes and Perceptions Many teachers perceive that they are welcoming to ESL and ELL students in their mainstream classrooms, although research shows that in reality, while they may believe they feel this way, when presented with these students, their attitudes change. Teachers believe they lack preparedness to work with linguistically diverse students (Helrich & Boch, 2011), they do not have the time to meet their needs (Reeves, 2006; Mistry & Sood, 2010), and lack resources (Reeves 2006). Teachers feel more supported and confident with professional development opportunities which might include interactive trainings, presentation of successful classroom strategies, and roundtable discussions with educators (Hardin et.al. 2010). Without a full understanding of ESL and ELL needs, as well as sociocultural and linguistic elements that influence student development, teachers will underestimate the abilities and capabilities of their ESL and ELL students (Iddings, 2005). Linguistic Access in the Classroom Community Language is the primary form of communication among people. For ELL students who have been integrated in the mainstream classroom, sometimes the purpose of instructions differs from the actual learning that is taking place due to limited access to communication (Iddings, 2005). Also, when ESL/ELL students have limited access to the English language, they may disengage from the classroom community and allow native English speakers to do the work for them (DaSilva Iddings, 2007). Conclusion Teachers and administrators who work with ESL/ELL students face just as many challenges as the students themselves. They must engage in regular discussions around the needs
Running head: LITERATURE EXECUTIVE SUMMARY 4 of ESL/ELL students as well as provide and participate in intentional professional development in order to fully understand how their actions and decisions impact this diverse population of students (Brooks et.al. 2010).
Running head: LITERATURE EXECUTIVE SUMMARY 5 References
Benavides, A. H. (1992, May). Whose culture? Teaching from a multicultural perspective in the bilingual/ESL classroom. Bilingual Review. p. 184.
Brooks, K., Adams, S. R., & Morita-Mullaney, T. (2010). Creating Inclusive Learning Communities for ELL Students: Transforming School Principals' Perspectives. Theory Into Practice, 49(2), 145-151. doi:10.1080/00405841003641501
DaSilva Iddings, A., & Katz, L. (2007). Integrating home and school identities of recentimmigrant hispanic english language learners through classroom practices. Journal Of Language, Identity & Education, 6(4), 299-314. doi:10.1080/15348450701542306 Hardin, B. J., Lower, J. K., Smallwood, G., Chakravarthi, S., Li, L., & Jordan, C. (2010). Teachers, families, and communities supporting english language learners in inclusive pre-kindergartens: an evaluation of a professional development model. Journal of Early Childhood Teacher Education, 31(1), 20-36.
Helfrich, S. R., & Bosh, A. J. (2011). Teaching English Language Learners: Strategies for Overcoming Barriers. Educational Forum, 75(3), 260-270. doi:10.1080/00131725.2011.578459
Iddings, A. (2005). Linguistic Access and Participation: English Language Learners in an English-Dominant Community of Practice. Bilingual Research Journal, 29(1), 165-183. Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The mutual symbiosis between inclusive bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137.
Running head: LITERATURE EXECUTIVE SUMMARY 6 Liang, X. (2006). Identity and language functions: high school chinese immigrant students' codeswitching dilemmas in ESL classes. Journal Of Language, Identity & Education, 5(2), 143-167. doi:10.1207/s15327701jlie0502_3
Mistry, M., & Sood, K. (2010). English as an Additional Language: assumptions and challenges. Management In Education (Sage Publications Inc.), 24(3), 111-114. doi:10.1177/0892020608090404
Reeves, J. R. (2006). Secondary teacher attitudes toward including english-language learners in mainstream classrooms. Journal Of Educational Research, 99(3), 131-142.

Lit Summary

Uploaded by

Copyright:

Available Formats

Lit Summary

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lit Summary

Uploaded by

Copyright:

Available Formats

Running head: LITERATURE EXECUTIVE SUMMARY

Literature Executive Summary Katie C. Pinney Seattle University

Running head: LITERATURE EXECUTIVE SUMMARY 5 References

You might also like