Linguistic Diversity and Classroom Management
Author Note
Mary Elizabeth Curran, Rutgers Graduate School of Education, The State University of New Jersey, New Brunswick, New Jersey
http://faculty.weber.edu/rwong/edu3200/articles/ELLClassMgt.pdf
Summarized by Samah T. Salem
Introduction
With the increasing flow of immigrants to the US and Canada, classrooms are becoming more linguistically diverse. In this article (Linguistic Diversity and Classroom management ) M. E. Curran suggests strategies and methods to manage classrooms where educators can understand and cope with English Language Learners’ (ELLs) needs in a way to promote effective classroom environment.
Managing linguistically diverse classrooms is particularly important in Canada since Canada is a bilingual country with more than 250, 000 new immigrants arrive annually (Citizen & Immigration Canada, 2010). In this article, the author focuses on (a) understanding ELLs' perspectives and their natural responses as being engaged in a second language or diverse atmosphere, (b) the use of pedagogical strategies to help ELLs in acquiring the second language, (c) affirming the linguistic diversity identity of the classroom. The main challenge that educators have in a linguistically diverse classroom is how to engage ELLs in classroom activities with the goal to have a better education experience.
Article Summary
What it is Like to be an ELL
For educators to understand how ELLs feel and respond in a classroom where English is the only language spoken, the author reflects on her own experience. When she is invited to workshops she starts speaking in Spanish. Pre and in-service educators (attendees of the workshop) varied in their responses to the author’s behaviour. Some just tuned out until the author spoke English; others expressed anger and distress; some thought they were in the wrong workshop while others seemed to understand the workshop perfectly .
Understanding the Natural Responses of ELLs
The author indicated that ELLs’ behavior in a classroom where English is the only spoken language is a natural response and educators need to understand, expect and feel comfortable with such responses. These ELLs’ natural responses (speaking the mother language, laughter, fatigue or silence) should not be reprimanded, since these responses may in fact result in a better education experience. Laughter for example is a therapeutic reaction for ELLs who would feel isolated, while asking ELLs to be silent may hinder the support and positive communication between students with similar language background. The use of first language can serve as a vehicle to understand and negotiate a task, which will keep ELLs on task. In fact the use of student’s first language normally results in academic success since ELLs can use a broader source of knowledge.
Use of Pedagogy Strategies to Help ELLs in Acquiring the Second Language
Educators need to show their respect of the first language and culture of ELLs. This can be done by discussing the reasons for allowing the use of first language in the classroom, while the educator can question if ELLs are on or off-ask if ELLs are engaged in lengthy discussions in their first language. Educators should allow more wait time before getting a response from ELLs. In addition, assignments, workload and due dates should be adjusted to ease demands of ELLs.
Educators need to structure classroom activities in a way to encourage linguistic acquisition by ELLs instead of using disciplinary measures to reprimand some ELLs who may respond naturally to extensive use of English. One particularly important method is the use gestures and visual aids such as models and realia. The use of routine instructions and predictable measures is particularly important to avoid anxiety and distress by ELLs who normally came from immigrant families that were subjected to stressful situations.
From my own experience working in a linguistically diverse classroom, I found that ELLs are normally shy and tend to isolate themselves from the rest of class, which may hinder their academic achievement. The author suggests that assigning a personal buddy who knows the first language and accompanies the newcomer through the day can provide the ELL with a model behavior and a resource of support.
For the aforementioned measures to be effective, ELLs need to be engaged in classroom environment. This can be done by seating ELLs in the middle and in front of the classroom for them to be immersed in classroom interactions between the educator and students. Another strategy is to assign group projects where ELLs can communicate with a purpose and have the opportunity to produce language.
Building a Strong Sense of Community that Affirms Linguistic Diversity
The author suggests that creating an atmosphere where ELLs can feel safe, secure and have a sense of belonging will help reduce tense and fear. Some simple techniques would help such as learning how to pronounce ELLs first names, displaying welcome signs in ELLs first languages and making eye contact with students. Educators can seek school help in connecting with families to facilitate their children’s learning process. It is imperative that educators learn about their students’ backgrounds, by familiarizing themselves with ELLs countries of origin, native languages spoken or by connecting with community mentors.
Educators can affirm the linguistic diversity of the classroom by showing respect to all languages, trying to learn a second language, or by the use of some occasional welcome notes in ELLs first language. By this, educators will avoid management decisions that are based on perpetuating linguicism which is defined as “ideologies, structures, and practices which are used to legitimate, effectuate, regulate and reproduce an unequal division of power and resources (both material and immaterial) between groups which are defined on the basis of language” (Skutnabb-Kangas, 1988, p. 13). School systems should implement a clear policy that embrace linguistic diversity by promoting the hiring of a diverse faculty, translation of important documents into students’ first languages, foster programs that support teaching of the first and the second languages and encouraging connecting with ELLs’ communities.
Defense of Position
In this article the author highlights strategies and measures for educators to deal with students in linguistically diverse classrooms. I believe that most strategies mentioned in the article can be effectively implemented. However, I noticed that the author focused on classroom management where there is particular one first language for ELLs. Although, this may be true in many school systems in the US, however this is not always the case. Immigrants normally come from different backgrounds where there may be more than one mother language. This is especially true in many Canadian school systems where classrooms are more linguistically diverse.
Working in two school systems as a substitute teacher, I sometimes find myself in a multilingual classroom where there were several students who don’t share their first language with other peers. In such circumstances some strategies mentioned in the article may be difficult to implement such as having a pair buddy who knows the first language or group assignments where the members share a common first language. In this case I believe other strategies should be adopted such as working one to one or one to two with ELLs would effectively help them in adapting to the new environment. Schools should acknowledge the multilingual diversity by grouping some students that share a common first language in one classroom to encourage interaction and make pair buddy and group assignments work effectively. Another method that can be used in multilingual classrooms where there is no apparent first language is to have a book buddy who knows the first language from a higher grade.
Having heterogonous group assignments in a multilingual classroom even if there are several first languages in the same group has been shown to be very effective by several studies (Allison & Rehm 2007; Crandall, 1999; Salvin, 1990; Snowman & Biehler, 2003). This would encourage inter-ethnic inter-lingual friendships, while also enhancing language acquisition. However, I should note that having some members whose first language is English should be also included in the group to facilitate ELLs adaptation to the new environment, to enhance language acquisition, to show respect for other languages and to affirm the linguistically diverse identity of the classroom.
Conclusions
In this article the author highlights some of ELLs natural responses in classrooms where English is the only spoken and allowed language. The author stresses the need for educators to understand such responses. She suggests strategies for educators to manage their classroom in a way to help ELLs to cope with their new environment. Mainly educators should respect and embrace linguistic diversity in the classroom and in the community. In increasingly multicultural and multilingual classrooms, using effective pedagogical strategies to meet ELLs’ needs is of crucial importance to have an effective classroom environment.
References
Allison, B. N., & Rehm, M. L. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual classrooms. Middle School Journal, 39(2), 7.
Citizenship & Immigration Canada. (2010). Facts and Figures 2010–Immigration Overview: Permanent and Temporary Residents. Retrieved from
Crandall, J. (1999). Cooperative language learning and affective factors. In J. Arnold (Ed.), Affect in language learning (pp. 226–245) Cambridge, England: Cambridge University Press.
Salvin, R. E. (1990). Cooperative learning: Theory, research and practice. Englewood Cliffs, NJ: prentice Hall.
Skutnabb-Kangas, T. (1988). Multilingualism and the education of minority children. In T. SkutnabbKangas & J. Cummins (Eds.), Minority education: from shame to struggle (pp. 9-45). Clevedon, England: Multilingual Matters.
Snowman, J. & Biehler, R. (2003). Psychology applied to teaching (10th ed.). Boston: Houghton Mifflin.
Samah,
ReplyDeleteI have to begin by saying that I was very interested when I saw the subject of your article and article review. I think it is extremely important that teachers in Alberta (and in Canada) understand the reality of the linguistic diversity in their classrooms, and that students at any grade level have a need to feel like welcome members of their community.
You begin your article review with a brief discussion of this diversity, and I believe that is very effective in making your topic even more timely and important. Your review is very organized: you have labelled the main points with clear headings, and you move from an analysis of the individual to a discussion of the community. You also move your discussion from the use of simple techniques to use with an ELL student, such as using gestures and visual aids, to more complex strategies, such as carefully organizing group work with other students.
I have only a few suggestions for improvement. I might recommend reading through your review once more for verb tenses, such as “I sometimes find myself in a multilingual classroom where there were several students who don’t share their first language with other peers” (find/found or are/were). Your writing is still very clear and purposeful, and it is obvious you have a passion for this topic. My only other suggestions are to be careful to include transitions between paragraphs, and to revisit your quote from Skutnabb-Kangas p. 13. That is a huge and complicated statement! It is excellent to include it in your review, but you may wish to discuss it a little bit more.
You used your own experience in this area to provide some valuable insights into the way classrooms actually work, and this is an excellent review of an important topic. Thank you, Samah!
Dana