Cultural Competence in Teaching English Language Learners (ELLs)
As a teacher, you may have a class with students that do not share the same linguistic or cultural backgrounds. Demonstrating cultural competence entails a focus on the individual student, not just the curriculum, as you identify ways to respect and promote the linguistic and cultural differences of your students.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Continued Language Support
Discuss with your mentor teacher culturally specific items in their classroom environment. You may consult other teachers at your field experience site to gather additional information or work with multiple teachers if needed. Include the following in your discussion:
How do you support and celebrate cultural diversity within instruction?
How do you leverage home language and cultural assets?
How do you show responsiveness to the different strengths, needs, and identities of all ELLs, including special needs?
How do you demonstrate understanding of the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
At least two additional questions to discuss with the teacher.
Observe at least one classroom in a K-8 or 9-12 school setting with ELLs. Continue to work with a student or group of students to support their language acquisition needs in the mentor teacher’s classroom. If possible, focus on instructional or support activities related to the discussion with your mentor. Examples of activities include creating resources with the mentor teacher that support the home language/culture of the ELLs in the classroom; conducting a whole-class activity that supports cultural diversity; attending meetings with the mentor teacher which involve ELL families; and providing one-on-one assistance specific to the social, emotional, cultural, linguistic, or academic needs of the student.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 2: Reflection
Following the observation, discuss with your mentor teacher the progress made and next steps in supporting the students' language acquisition needs. Collaborate on ways your mentor teacher can continue to demonstrate cultural understanding and promote language development in their content area classroom.
Write a 250-500 word reflection summarizing your observations and discussion. Include a reflection of how you supported the language acquisition needs of the students you worked with. Address how what you have learned will affect your future professional practice. Specifically discuss how you will demonstrate cultural understanding and promote language development in your classroom.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Clinical Field Experience C: Cultural Competence
Student’s Name
Institutional Affiliation
Course
Instructor
Date
Clinical Field Experience C: Cultural Competence
My teaching philosophy is grounded in cultural competence and differentiated instruction for English language learners (ELLs), including those with special needs. I integrate students’ cultural backgrounds, experiences, and perspectives into the curriculum and instruction by employing culturally relevant pedagogy (Ylimaki & Brunderman, 2021). This entails utilizing multicultural texts and resources, facilitating opportunities for students to express and share their cultures and languages, establishing connections between the content and students’ everyday lives and communities, and fostering critical thinking and social action on matters that influence the students and their cultures. For example, in a tenth-grade English class, I provide learners with opportunities to read and write in their home languages and English, as well as bilingual or multilingual support and resources. I also use Microsoft OneNote, a note-taking tool with recording features, to record audio feedback for students in their home languages.
Furthermore, I tailor my instruction to ELLs' characteristics, abilities, interests, goals, and backgrounds by employing differentiated instruction (Pegram, 2019). This instructional approach is intended to adapt teaching methodologies to address the diverse needs of learners and assist them in achieving their learning objectives. Such differentiation encompasses providing multiple modes of representation, expression, and engagement and adjusting instruction pace, level, complexity, and scaffolding to accommodate students’ proficiency levels and learning styles. For instance, I incorporate various visual aids, manipulatives, models, simulations, experiments, games, songs, and other instructional tools to facilitate students’ access to content and enable them to demonstrate their learning outcomes.
I also create a positive classroom climate that promotes trust, respect, and collaboration between students and teachers by addressing students’ social, emotional, and cultural needs when establishing classroom routines and procedures (Rimm-Kaufman & Sandilos, 2015). For example, I recall a specific incident involving a K-11 student who shared his invitation to participate in a community play, knowing I would take a keen interest in his achievements. I also actively encourage students to express their opinions, preferences, and suggestions for enhancing classroom routines and procedures.
In conclusion, my teaching philosophy ...