ESL 546- Clinical Field Experience C- Cultural Competence

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School

Grand Canyon University *

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Course

546

Subject

Linguistics

Date

Apr 29, 2024

Type

docx

Pages

2

Uploaded by smoyeda on coursehero.com

Part 1: In my discussion with Mrs. McHugh, my cooperating teacher, we discussed how she supports and celebrates cultural diversity in her third-grade classroom. She incorporates culturally specific items and activities into her lessons, such as reading books in different languages and celebrating cultural holidays. Mrs. McHugh also encourages students to share their own cultural experiences and traditions with the class. She leverages home language and cultural assets by encouraging students to use their home language in the classroom and providing opportunities for students to share their cultural knowledge with their peers. For instance, she has students create presentations about their home country and culture. To show responsiveness to the different strengths, needs, and identities of all ELLs, including special needs, Mrs. McHugh differentiates instruction and provides additional support for students who need it. She collaborates with other teachers and specialists to ensure that all students' needs are being met. In establishing classroom routines and procedures, Mrs. McHugh takes into account the social, emotional, and cultural needs of her students. For example, she provides clear and consistent expectations for behavior and communication, while also being mindful of cultural differences in communication styles. During my observation with Mrs. McHugh in a third-grade classroom with ELLs, I worked with a group of students to create a poster about their home country and culture. We used images and words in both English and the student's home language to create a visual representation of their culture. It was an excellent opportunity to celebrate diversity in the classroom and to support the students' language acquisition needs. In addition to the questions listed in the assignment, I asked Mrs. McHugh how she involves ELL families in the classroom and school community. She involves ELL families by providing regular communication in their home language, inviting them to school events, and creating opportunities for them to participate in their child's education. For instance, she holds parent-teacher conferences in the families' home language and provides translated materials for school events. Mrs. McHugh also encourages families to share their cultural knowledge and experiences with the class. I also asked Mrs. McHugh how she addresses the needs of students who are new to the country and may be experiencing culture shock. She addresses their needs by providing a welcoming and supportive classroom environment. She makes sure to provide clear expectations and routines, while also being flexible and understanding of the students' needs. She also provides opportunities for students to share their experiences and learn about the new culture they are in. Additionally, she works closely with the school counselor and other specialists to provide additional support for students who may need it. Part 2: After observing a third-grade classroom with Mrs. McHugh, I discussed with her the progress made and the next steps in supporting the students' language acquisition needs. We collaborated on ways that Mrs. McHugh can continue to demonstrate cultural understanding and promote language development in her content area classroom.
During our discussion, Mrs. McHugh shared that she has seen progress in the students' language acquisition since the beginning of the school year. She noted that the students are becoming more confident in using English and are able to participate more fully in classroom discussions and activities. However, she also acknowledged that there is still work to be done in supporting the students' language development, particularly in academic language. We brainstormed some next steps for supporting the students' language acquisition needs, such as incorporating more academic vocabulary into lessons and providing additional opportunities for students to practice their language skills. We also discussed the importance of continuing to celebrate and value the students' cultural backgrounds and experiences. Regarding how I supported the language acquisition needs of the students I worked with, I helped them create a poster about their home country and culture. We used both English and their home language to create a visual representation of their culture, which helped them practice their language skills and share their cultural knowledge with their peers. I also provided one-on-one assistance to a student who was struggling with a particular concept, which helped her feel more confident in her abilities. Reflecting on this experience, I have learned the importance of creating a welcoming and supportive classroom environment for all students, particularly ELLs. I have also learned the importance of valuing and celebrating the cultural diversity of my students. In my future professional practice, I will strive to demonstrate cultural understanding and promote language development in my classroom by incorporating culturally relevant materials and activities into my lessons, providing opportunities for students to share their cultural knowledge, and differentiating instruction to meet the needs of all learners, including ELLs. I will also seek out professional development opportunities to continue to improve my ability to support the language acquisition needs of my students.
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