By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the “code” that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language. The subject of this volume is culture. Here, Noma LeMoine makes clear once and for all how culturally and linguistically responsive pedagogy validates, facilitates, liberates, and empowers ethnically diverse students. With this volume as your roadmap, you’ll learn how to:  • Implement instructional strategies designed to meet the linguistic and cultural needs of ELLs and SELs  • Use language variation as an asset in the classroom  • Recognize and honor prior knowledge, home languages, and cultures The culture and language every student brings to the classroom have vast implications for how to best structure the learning environment. This guidebook will help you get started as early as tomorrow. Better yet, read all four volumes in the series as an all-in-one instructional plan for closing the achievement gap.

Conclusions, Challenges, and Connections

Conclusions, Challenges, and Connections

In conclusion, what we have attempted to do with this text is allay the notion that cultural variation does not matter in instruction. The old adage “I treat all my students the same no matter their background, ethnicity, culture or language” is problematic because students formed and shaped in varying cultural milieus are not the same. They bring important differences to the learning environment that must be considered in the developing of the curriculum, the instructional design, and in how the learning environment is structured. ELs and SELs bring cultural and linguistic variations to the classroom that do not match the cultural paradigm of traditional American schools and thus do not match teacher expectation, and their opportunity ...

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