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Linguistic Diversity. By: Mike Land. Language Alignment and Affinity. People prefer to be around others like them and who talk like them
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Linguistic Diversity By: Mike Land
Language Alignment and Affinity • People prefer to be around others like them and who talk like them • “I like talking to Rabbit. He talks about sensible things. He doesn’t use long, difficult words, like Owl. He uses short, easy words, like ‘what about lunch?’” – Winnie-the-Pooh (Milne, 1928, p. 58)
Shift from Monolingual “norm” • Demographics of school-aged children are shifting from socially constructed White middle class monolingual to children who are culturally and linguistically different. They typically will not share race, ethnicity, primary language spoken at home, or family income with their teachers (Souto-Manning, 2013). • Approximate Hispanic/Latino population(s) (obtained through US Census) - US: 52.4 million; MN: 263,575; Rochester: 5,508; Century High School: 3% of student body.
Belief Statement • I believe all students are entitled to an equal learning opportunity regardless of their diverse backgrounds (ethnic, cultural, religion, gender, linguistic, geographic region, or socioeconomic status). I believe students share the responsibility for their education. I believe that the school, the home, the school district, and the community all play a collaborative role in a quality education system and in each student’s experiences. I believe these experiences provide a foundation that leads to constructive individuals who know the effect of their actions.
Specific • I will acknowledge the presence of linguistic diversity. I will accommodate to the needs of students who are English learners. I will offer additional vocabulary to these students, prior to the lesson, to ensure they are on track with the majority of the class. I will utilize visual aids to make to connections with the spoken/written material. Additionally, I will offer alternative testing (perhaps verbal) to allow the students to demonstrate their understanding of the content. With that being said, I will establish relationships with all my students, so they have a sense of my commitment and high expectations.
Measurable • I will assess the students through diagnostic assessment (such as pretest), formative assessments (such as in-class assignments and labs and homework), and an end of the unit (summative) assessment/test. Together, these will reflect on my teaching strategies designed to keep the whole class on the same page.
Achievable • It is achievable for students to gain an understanding of important terminology, which they can look back on during content delivery, formative assessments, and summative assessment. It would not be achievable, or appropriate, to have them lead a discussion or present content to the class.
Realistic • With the proper attention, I feel it is a realistic goal to have English learners be on track with the students whose first language is English. • e.g. additional vocabulary prior to a lesson and/or alternative testing
Time-bound • Time-bound: This strategy would be ongoing throughout the year, as English learning students will require additional strategies to help them gain an understanding of the material. • Short-term component: assessments.
Works Cited • Souto-Manning, M. (2013). Competence as linguistic alignment: Linguistic diversityies, affinity groups, and the politics of educational success. Linguistics and Education, (435), 1-11. • U.S. Census Bureau: State and Country, (2013). State and country quickfacts. Retrieved from website: http:// quickfacts.census.gov/qfd/states/27000.html
