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Jan 9, 2024

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TCTX 5600: Diverse Populations, English Language Learners and Bilingual Students Section 1: Culturally Responsive Instruction By: Kenah Lofton Early Childhood Education- Sixth Grade EC-6 Core Subjects Book Analysis: Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success by Sharroky Hollie I am pursuing my licensure in Early Childhood Education thru the Sixth grade. I am currently teaching Kindergarten English Language Arts including knowledge and skill components. This text is a valuable commodity to gain proficient teaching techniques to better support all scholars that enter my classroom in the upcoming school year. The book entitled,” Culturally and Linguistically Responsive Teaching and Learning” was written by Sharroky Hollie, who has spent numerous years studying and working in the educational field. Dr. Sharroky Hollie’s book was very enriching and informative on a variety of levels. This literature was written to enlighten educators on how to build a learning environment enriched in supporting scholars that are culturally and linguistically diverse. In chapter one, the author states, “In order to be culturally and linguistically responsive, educators have to shift their beliefs, attitudes, and knowledge to a stance that sees what a student brings culturally and linguistically as an asset, a capability and an element that can be built upon.” (pg32). I wholeheartedly agree with this statement because as an educator, I feel that it is my

responsibility to accept every scholar that enter my classroom as a positive feature with endless possibilities. Dr. Sharroky Hollie calls us to do away the traditional sink-or-swim teaching approaches and utilize the CLR approach. The Culturally and Linguistically Responsive Teaching approach metaphorically, calls the educator to jump in the swimming pool with the learners, to guide them with appropriate instruction, scaffold their learning when essential, and release them when they are ready. The purpose is to connect with the student right where they are and bring them where the need to be academically, while embracing their language and cultural attributes. Recognizing and conferring importance to a student’s cultural or ethnic background is essential in supporting and educating the student in a holistic fashion. It is important to know the pedagogical content approaches, but we must embrace the diversity and differences the students bring into our classrooms. If our students are going to be successful learners, we must provide an education enriched in academics, cultural acceptance, and linguistic enrichment. As a teacher, understanding who the learners are can enhance your classroom culture and ensure all learners feel safe and welcomed in your classroom. Embracing linguistic and cultural difference of all your learners will give them the value and the support they deserve. When students are valued and accepted, they are much more enthusiastic about learning and succeeding academically. According to Monica Fuglei, “Students whose lives and cultures are not treated as important are less likely to invest in the overall learning process, whereas those who are empowered and feel valued will be ready to learn” (Fuglei, n.d.). That’s why it important to educate ourselves on various linguistic and cultural dynamics. We should also provide a classroom enhanced in various cultural literature and attributes. Dr. Sharroky Hollie’s book has numerous compelling points I agreed with. Due to Dr. Sharroky Hollie extensive research and countless years of

experience, being realistic, I couldn’t find anything to really disagree with. As I read, becoming more and more open minded, one point I found to be quite perplexing is “An underserved student is any student who is not successful academically, socially, and/or behaviorally in school because the school as an institution is not being responsive to that students’ needs (Hollie, 2011). The connotation of identifying the elements of the institution that are in need of fixing are left unknown. Identifying and correcting bias in the classroom and the educational system is important in providing all learners with a quality education. It is crucial for an educational organization to recognize, understand, and provide a fundamental approach to enriching all learners’ educational experiences by expecting cultural and linguistic diversity. Displaying a cultural approach that is established on race, ethnicity, socio economic status, among others, it is not fair for the school system or its students. The first step to creating a culturally responsive classroom is being aware of your own actions and working to shift your mindset into ones that are culturally inclusive and open minded” ( 5 Steps to Becoming a Culturally Responsive Teacher , 2017). If your scholars’ cultures differ from yours, you should be receptive to the differences in mental attitude and behaviors they bring to classroom. Therefore, an educator’s mindset should strive to have an acceptance of all cultures and languages. Educators must transform themselves into advocates for their learners, transforming tremendously their way of thinking in the direction of a much more open cultural mindset. When implementing culturally and linguistically responsive instruction it important to anticipate challenges that may arise. A challenge that may arise is providing responsive instruction to learners that have struggles with language barriers from different parts of the world. As an example, if we have a student that speaks Portuguese only and the educator who does not understand it or comprehend it. A situation like this could pose a concern on the effect of responsive teaching. The educator will have to overcome this

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hurdle to provide the scholar with a teaching approach to assist the learner in the appropriate way. One technique for an educator to combat this situation is restructuring the instruction to incorporate more pictorial images and graphic aids. Implementing graphic aids will enhancing the learner’s ability to comprehend content being presented. Educators could employ non- verbal communication to improve the educational experience of their students with linguistic differences. An example of a non-verbal communication gesture could be a shaking of the head up and down to communicate” yes” or the shaking of the head left to right to mean “no”. Pictures and nonverbal communication strategies could help you overcome the challenge of language barriers. “Some students may fail to understand audio well but may understand pictorial representations, gestures as well as any other non-verbal sign languages better. With a little extra effort overcoming the challenges of language barriers is doable''. According to the book ( How to Overcome a Language Barrier in Communication , 2018). Another challenge that might arise during the implementation of culturally and linguistically responsive instruction is the ability to understand multicultural teaching. Having a number of pupils in a classroom that are originally from different nations around the globe, with conflicting spiritual and different educational experiences. An educator can tackle this challenge by, assessing the preconceptions that may occur in them and researching more about the different cultures. “Offering your students, a variety of learning styles (auditory, visual, tactile etc.) for learners to grasp information better is necessary to in order to provide a more diverse learning environment that can meet all student’s needs” ( Challenges Of Multicultural Education - Noplag Blog , n.d.). In my opinion Dr. Sharroky Hollie’s research and best practices information is suitable for all levels of teaching spaces. These teaching approaches specified in his book supports educators with creating a space

enriched in acceptance of learners that are culturally and linguistically diverse. Enables the educator to incorporate practices that values the difference the learns bring into the classroom. Once the educator changes their mindset and try to communicate to the students, that they are a valuable commodity, this has the opportunity to change the interest levels of a student that may have not been interested in learning. Educators must relate with their pupils to try to connect in some way and try to build rapport with their families to conquer issues that could arise from your differences. My plan to incorporate Dr. Sharroky Hollie’s teaching practices into my classroom: I am going to be more observant and be cognizant of any potential biases that I might have so I can remove them. I will utilize the exercises from the text to self-evaluate and make correction to my mindset. By striving to have a changed mindset, I can better understand the learner's different cultural backgrounds, to develop skills for multicultural relationships, and avoid misconception or stereotypes. I can implement supporting my students with by having meetings with my student and their families, in class I can instrument smaller groups to review specific books that represent the cultural and backgrounds of the pupils in the classroom. I can be attentive and mindful about social and cultural barriers that my learners might have and try to mitigate them as much as possible. I plan to utilize specialized cultural management approaches that involve total inclusion for all the diverse learners and their cultural backgrounds. It is necessary to concentrate on the encouragement and “engagement in the teaching and learning space” to provide a wonderful educational experience for my pupils. The appendix of this content provides remarkable teaching concepts. The one that I enjoy is “catch the beat”. A beat is designed in the way that the book states “Teacher snaps and/or claps out a rhythm. Learners respond back with the same rhythm. This calls for students to have their hands free to “catch the beat”, which means that they will not continue writing, cutting,

or pasting while responding, as their hands are free of all items” (Hollie, 2011). My pupils will replicate these actions, getting and increasing their concentration towards the class. This content is going to be an immense resource to study more comprehensively and utilize some of these concepts and approaches for my teaching space. References:  Hollie, S. (2011). Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success . Huntington Beach, CA: Shell Education.  “5 Steps to Becoming a Culturally Responsive Teacher.” Teach Away , www.teachaway.com ,https://www.teachaway.com/blog/5-steps becomingculturally-responsive teacher .  Fuglei, Monica. How Does Culturally Responsive Instruction Benefit Students? | Resilient Educator . https://resilienteducator.com/classroom-resources/culturally- responsive-teaching-empowering students-through-respect

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