Culturally Responsive Instructional Analysis

1291 Words 6 Pages
Introduction Multiple studies have been done on instructional reading methods/strategies for English Language Learners, however, Geneva Gay defines the solution best. Geneva defines culturally responsive instruction as “using cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013). The main strategies this paper will focus on to enhance and strengthen instructional reading and literacy in the classroom is building relationships with culturally and linguistically diverse students, and cooperative learning and engagement strategies that relate to cultural knowledge and prior experiences. Building relationships …show more content…
How can a teacher build an appropriate relationship with his/her students? Beforehand, teachers must change their entire outlook on diversity. “Rather than viewing differences as deficits to be overcome by students representing non-dominant languages and cultures, we need to foster relationships with those students in order to achieve a culturally sustaining pedagogy” (Toppel, 2015). This is indicating that teachers should not view differences in the classroom as a problem. Differences are not a problem. Preferably view the differences as a way of life or a way of teaching which will then create a better atmosphere within your classroom for not only the teacher, but students as well. Additionally, a teacher should not view English Language Learners with concern or pity. Teachers should embrace the diversity for a positive …show more content…
This allows students to gain comfort with communicating and connecting with peers. Often ELL’s are timid and frighten to share ideas and speak with classmates, but if you provide adequate practice and time for cooperative learning during literacy, students will become accustomed to cooperative learning, and start to enjoy the activities that come along with it. The idea of small groups and pairs can decrease anxiety and pressure because the attention is not specifically on the individual ELL student. This method can easily be completed after read alouds and story time, therefore, students can respond to texts, answer comprehension questions, or even make predictions in a collaborative manner (Toppel, 2015). Another strategy that can be used to help ELL students with cooperative learning is sentence frames and sentence starters to use when collaborating with partners (Toppel, 2015). In order for this to be a successful strategy teachers have to know their students. That is why building relationships is so important. How will teachers strategically pair their students or plan activities if they do not know their students well enough? This strategy makes sure that ELL students are utilizing academic terms and vocabulary when they speak (Toppel, 2015). This strategy assists ELL students and provides

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