Benefits of Culturally and Linguistically Diverse Classrooms

By: Alora Hudson

Student 1• Age

6 years old

• GradeFirst Grade

• Gender• Female

Home Language

Student 1 speaks Spanish at home. She does not speak English fluently and has a limited vocabulary.

Socioeconomic Status• Student 1 comes from a low

socioeconomic status household. Her parents do not make much money and are not educated.

Academic Challenges

• Student 1 began first grade barely knowing her letters and sounds.

• She was not able to complete work on her own and needed assistance in every subject.

• She struggles with reading because of the lack of English vocabulary.

Funds of Knowledge

• Funds of knowledge are cultural practices and knowledge that people use to survive and are used to build on what students already know (Marshall & Toohey, 2010).

• Studies have suggested that drawing on the experiences that students have accumulated in their households with siblings, peers, friends, communities, and parents are not only valuable to students’ lives, but can assist teachers in understanding the ways in which these experiences can be practically and meaningfully connected to classroom curriculum.  (Amaro-Jiménez & Semingson, 2011)

Linguistic• Student 1’s first language is Spanish. She

brings a linguistic opportunities into the classroom by teaching other students Spanish words. Students love to learn Spanish words and it makes student 1 feel comfortable and want to share about her culture

Cultural

• Student 1 brings cultural opportunities into the classroom by sharing how her family celebrates holidays and traditions when we discuss traditions and how families are different.

Family

• Student 1 brings cultural opportunities with family into the classroom by sharing information about her family. By sharing information I can connect curriculum to her experiences and help her connect to the content.

Experiences

A key component of the Funds of Knowledge framework is to be able to identify what unique experiences students and their families possess and later link them to instruction  (Amaro-Jiménez & Semingson, 2011)

Student 1 shares her experiences daily and we discuss them in class and how we are different.

Practical

To bring the Funds of Knowledge into the curriculum, teachers need to begin by making students aware that the experiences they bring from home are valued in the classroom.

Creating pairs or buddies in the classroom and allow students to compare their experiences, whether similar or different.

Developing trust with the children and their families can be achieved through a family journal. The family communicates through the journal with the teacher about the successes and challenges the child may be experiencing in the classroom.

(Amaro-Jiménez & Semingson, 2011)

Strengths and Challenges Related to Literacy Expectations of the CCSS Standards

The challenges related to the literacy expectations of the CCSS standards are ELL students lack the same vocabulary as English speaking students. It is hard for these students to express their thoughts and ideas even though they are in their mind.

The strengths related to the literacy expectations of the CCSS standards are students are exposed to learning to express their thoughts and ideas and learn new vocabulary.

References

Amaro-Jiménez, C., & Semingson, P. (2011). Tapping into the funds of knowledge of culturally and linguistically diverse students and families. NABE News, 33(5), 5-8.