Cultural and Language Diversity in the Middle Grades

Myers, John P.; Boothe, Diane

doi:10.1080/00098650009600958

Cited by 3 publications

(2 citation statements)

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“…In view of the needs of CLD students, the science teacher might make use of thematic units (i.e., the planning and organization of instruction where each discipline/subject is interrelated; see Figure 3). These units facilitate the linguistic and cognitive demands of learning science in a second language by allowing CLD students to build on previously learned vocabulary and concepts (Myers & Boothe, 2000;Zehler, 1994). The teacher must also use instructional conversation with the purpose of integrating students' cultural and linguistic resources to construct scientific learning (Cummins, 1986;Franquis & Reyes, 1998).…”

Section: Choosing Instructional Strategiesmentioning

confidence: 99%

Meeting the Academic Needs of Culturally and Linguistically Diverse Students

Watson

Houtz

2002

Intervention in School and Clinic

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In this article, we discuss ways for teachers to address the academic needs of students who are culturally and linguistically diverse (i.e., have a language background other than English) in inclusive classrooms through the modification of science instruction. We provide an example of a lesson plan showing specific suggestions and offer multiple strategies for modifying science instruction to promote "science for all."

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Section: Choosing Instructional Strategiesmentioning

confidence: 99%

Meeting the Academic Needs of Culturally and Linguistically Diverse Students

Watson

Houtz

2002

Intervention in School and Clinic

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“…Teachers must address the challenges presented by a diverse multicultural population. Not only academic, but physical, social, and emotional needs must be taken into consideration when developing curricula and instructional strategies and we must work to preserve the cultural identity of our diverse multilingual learners (Myers & Boothe, 2000). There are certainly methodological limitations and intervening variables that will need to be addressed as we pursue further research and focus on strengthening English teaching and learning in rural areas.…”

Section: Future Research Directionsmentioning

confidence: 99%

Examining the factors influencing English teaching and learning in rural settings throughout Europe and the United States

2023

Advances in Education and Educational Trends Series

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This chapter examines English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. Educational systems are compared and contrasted, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas are expanded to include the definition and structure of rural education, English language learning modalities, linguistic environment, educational outcomes, and indicators of success. The opportunity to investigate the experiences of teachers who are active in rural communities and focus on the multidimensional aspects of the education of multilingual learners provides valuable information that contributes to expert teaching and learning and bridges the gap between educating rural and urban populations of students. Embracing English language learning, new technologies, and initiating change through proactive educational strategies including a paradigm shift to incorporate a translanguaging pedagogy for emergent English speakers will lead to relevant and purposeful accomplishments in rural school settings.

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