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Empowering Diverse Students: Bilingual Education and Culturally Responsive Teaching

This guide examines strategies for teaching diverse and bilingual students, emphasizing culturally responsive methods. It discusses the growing population of English Language Learners (ELLs) and the importance of recognizing multiple languages, as seen in states like Hawaii. Drawing on various sources, including U.S. Department of Education statistics and studies on segregation, it highlights effective teaching approaches. These include respecting home cultures, promoting student self-esteem, and addressing social injustices. Practical tips are provided for teachers to foster an inclusive and supportive classroom environment.

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Empowering Diverse Students: Bilingual Education and Culturally Responsive Teaching

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  1. 3 Teaching Your Diverse Students

  2. STUDENT DEMOGRAPHICS 3.1 Source: U.S. Department of Education, National Center for Educational Statistics, The Condition of Education Table 5.1 Figure 3.1

  3. APPROACHES TO TEACHING BILINGUAL STUDENTS 3.2 Student Generated Responses

  4. STATES WITH OFFICIAL ENGLISH LAWS 3.3 * Hawaii recognizes English and Hawaiian languages. Source: U.S. English, Inc. 2009, Washington, DC. Figure 3.4

  5. THE GROWING NUMBER OF ELL STUDENTS 3.4 Source: U.S. Department of Education, Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA), 2007. Figure 3.2

  6. DE FACTO RE-SEGREGATION 3.5 Source: Orfield and Lee, “Racial Transformation and the Changing Nature of Segregation,” Civil Rights Project, Harvard University, January 2006.

  7. THE BANKS APPROACH TO MULTICULTURAL EDUCATION 3.6 Figure 3.5

  8. CULTURALLY RESPONSIVE TEACHING 3.7 • Student academic success builds self-esteem • Student home culture is honored at school • Students actively challenge social injustices

  9. DISTINCTIONS:STEREOTYPES AND GENERALIZATIONS 3.8 Student Generated Responses • Stereotypes Generalizations • Absolute statements Informing statements • “They don’t look you “Some students, in this • in the eye.” group, may avoid direct eye contact.”

  10. LINDSEY MARIA RILEY 3.9 Student Generated Responses • Stereotypes Generalizations

  11. MARCUS GRIFFIN 3.10 Student Generated Responses Stereotypes Generalizations

  12. ANA GARCIA 3.11 Student Generated Responses • Stereotypes Generalizations

  13. KASEM PRAVAT 3.12 Student Generated Responses • Stereotypes Generalizations

  14. ARIEL KLEIN 3.13 Student Generated Responses • Stereotypes Generalizations

  15. MARY GOODE 3.14 Student Generated Responses • Stereotypes Generalizations

  16. IBRAHIM MOUAWAD 3.15 Student Generated Responses • Stereotypes Generalizations

  17. CARLOS MARTINEZ 3.16 Student Generated Responses • Stereotypes Generalizations

  18. CLASSROOM TIPS FOR NONSEXIST, NONRACIST TEACHING 3.17 • Classroom Organization • Segregation • Mobility • Cooperative education • Displays • Others? • Cultural Cues • Eye contact • Touching and personal space • Teacher-family relationships • Others? • Interaction Strategies • Calling on and questioning students • Wait time 1 • Wait time 2 • Assigning tasks • Discipline • Others?

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