Resource+for+Reading+Teachers+and+Specialists+in+Working+with+Culturally+and+Linguistically+Diverse+Learners

=By: Allan Rowley, Jeanne Leon, and Pauline O'Mara= = = =__**The benefits of having a variety of cultures represented in the classroom**__=


 * ==Having a variety of cultures represented in the classroom brings everything to the forefront. Traditions are shared and ways of life are celebrated.==


 * ==Having various cultures in the school and resource areas is the understanding, help, and support different students provide for each other during study and project times. The differences in developmental capabilities, cultural understandings, reading levels, and language abilities are narrowed when students help each other within the school and library/lab settings.==


 * ==The students naturally learn more about the world and the people in it in a more natural way, with concrete examples. With many cultures represented it would be easy to get a point of view from a number of perspectives at one time.==

=__** Ways of creating a sense of community in a class of diverse learners **__= = =
 * ==Creating a sense of community in a class of diverse learners can be accomplished by appealing to the five senses and the variation of learning styles found in every classroom at any age.==


 * ==Teachers can create classroom environments in which English learners are actively involved in learning about themselves, their classmates, and the world around them through the display and discussion of printed and recorded materials in their classrooms.==


 * ==Common elements of family structure, foods, holidays, celebrations, family hierarchies, and growth milestones in a child’s life can be learned about through the referral to these materials. Cultural and language specific books, videos, instructional software, internet sources, taped materials from television, films, periodicals, newspapers, pictures, posters, diagrams, maps, charts, slides, and audio recordings can be used to create total environments of cultural awareness and sensitivity.==


 * ==Using these visual and auditory props teachers can passively and actively create awareness of the cultural nuances of the students in the classroom and cultures not represented in the classroom. Referring to the same props during interactive learning sessions can amplify keys understandings in and among the students.==


 * ==Teachers can work with librarians and media specialists to assemble age and culturally appropriate materials for use in the culturally aware classroom.==


 * ==Early introduction to the classroom theme of respect for all cultures is important to establishing an environment of acceptance and understanding. Teacher lead talks about what is seen and available in and around the room set the standard for communication throughout the school year. Protecting the sensitivity of each student regarding their culture, family, and beliefs must be established early in order to an atmosphere of trust into the classroom and school environment.==


 * ==Once the atmosphere of trust and respect is introduced time should be spent having students introduce themselves or selected buddies with stories about their cultural backgrounds. “Turn and Talk” sessions throughout the school year reinforce the need for all students to continually learn about the others in the class.==

=__ Planning and Collaborating __=
 * ==Media Specialists cannot be effective in their job without collaboration with the school community. A Media Specialist provides valuable information and skills to the whole school community including teachers, administrators, parents, school staff, and students. Collaboration ensures that the library media center does not function as a separate unit but the backbone of the school community.==


 * ==Media Specialists are busy during the day working with students. The best times for collaboration are in the morning before school starts and after school hours. Most Media Specialists will set a time to meet and work on projects.==


 * ==In an effort to gain more educational materials to support diverse populations, a materials committee can be formed with one teacher from each grade level. The committee can meet once a month to discuss the latest educational materials that support diverse cultures.==


 * Websites available that include lists of multi-cultural books and how to choose the best books: **

[|www.education.wisc.edu/ccbc/**books**/detailList**Books**.asp?id**Book**Lists]

www2.scholastic.com/browse/article.jsp?id=3757