Double Entry Journal #5

1. What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?
 
Studies have shown that teacher mindset can affect the performance of linguistically diverse students through affecting the way assessments are given or looked at, the way the student reacts to school, where the student is placed for ability groups, and the psychological state of the students. It can also lead to students being misdiagnosed as having language disorders. By an English Language Learners (ELLs) being "othered" by society, peers, and/or the teacher, a student may feel powerless an inferior in the classroom. As a result, students often "remain silent and isolated...participation and dialogue do not occur as freely among language learners...ELL's are anxious, silent, and positioned differently according to different contexts". Negative teacher attitudes toward an ELL can factor into low self-esteem, and can be particularly harmful because these students may already be experiencing a great deal of conflict about their self-identity which comes when taking on a new language. When students feel limitations within the classroom, because of "othering", low self-esteem, a lack of self-efficacy, fear, resistance, or disengagement, low academic achievement can result.

2. What are some assessment pitfalls?

Typically assessments follow medical models which assume that all children being assessed are the same. There is no consideration for children of culturally or linguistically diverse backgrounds. Under the 1997 Individuals with Disabilities Education Improvement Act (IDEA), assessment should no nondiscriminatory of all children. However, many Hispanic children are being tested with language as the only cultural aspect being addressed. Effective assessment and intervention of diverse children with disabilities must also take other factors into consideration such as family and cultural experiences. Acculturation, the role of language, and family participation are just a few aspects of a child's life that should be considered when assessing.

3. What three approaches can be used to transform students' dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).

1. The awareness approach examines the history and social climate associated with the development of certain dialects and allows self expression in students' native dialect as they undertake projects such as music composition. One final component of the awareness approach is comparing and contrasting students' native dialect with Standard English.
2. Critical pedagogy focuses on transforming the social order rather than teaching students to succeed in the current social order. Teachers who employ this approach work to give students a voice and teach students to critically analyze the ideologies supporting the current language power structure.
3. The critical awareness approach combines the awareness and critical pedagogy approaches. Students are taught Standard English, but they are also taught to think critically about the standard language ideology. Students in classrooms using the critical awareness approach are given opportunities to use their non-Standard dialects in a significant way

4. How prepared do you feel to teach in a culturally diverse classroom?

I do not feel very prepared to teach in a culturally diverse classroom. I have never really had an ELL growing up in school, therefore, I have not seen how teachers have helped the children. Being in college, I have learned a few strategies to help, but I have not actually seen it take place in the schools.