Rationale 2: Identities, Communities, and Inclusive Learning Contexts

 Link to Artifact 2

Louis Stevens III

C&T 898: Masters Project

Dr. Steven White

18 July 2022

 

Artifact Description

            This artifact is a final project submission for the course C&T 745: Reading and the English Language Learner. The purpose of this project was to investigate and research one specific and measurable component of the class materials that reflected the course’s mission and demonstrated research and presentation prowess. The initial audience for the project included my classmates and professor. This presentation has since been uploaded to YouTube for other educators to view and interact with at this link: https://youtu.be/PNE9e44Y2AM. The uploaded .pdf version of this presentation is not likely to play the audio files correctly. The link above will.

The focus of this artifact is to find research that supports success factors in ESL education and its implications in the typical middle school classroom. Please see the artifact’s abstract slide for supplemental support. The research methodology is derived from the scanning of trusted sources like JSTOR and the University of Kansas digital library. Next steps for educators and interested parties are identified in the conclusory slides of the presentation.

Artifact Rationale

This artifact is representative of Learning Outcome 2: Identities, Communities, and Inclusive Learning Contexts, which asks the graduate candidate to identify “the ways in which identity, oppression and privilege influence individuals and their experiences in schools and communities” (University of Kansas 2020). The second component of this outcome states “and demonstrate commitment to and evidence of practices that foster inclusive environments and learning opportunities in the candidate’s context” (2020). The following subsections will dissect components of the artifact that fulfill the expectations of this learning outcome.

I.                    The Influence of Identity in Education

Noted in the artifact, cultural awareness in teachers is identified as a key component of quality education for English language learners (Bostad 2015). Language association is closely interlinked with culture and responsiveness to this will aid the student’s acquisition and comfort. Culturally responsive materials may include books that are representative or wordless. Taking an interest in a student’s cultural identity will benefit your rapport and relationship. Giving students a sense of choice in materials and expectations also aids their growth and helps the teacher understand the habits and areas of strength and practice as well as familiarity with the English language. Another highly touted practice identified within the artifact is the benefit in communication between teachers and guardians of English language learners.

            It has become increasingly important to recognize the barriers that English language learners face in the typical western classroom. As evidenced in the PowerPoint, most middle school teachers have little training in TESOL and even less feel confident in implementing their training in the classroom with success. Communicative and cultural barriers are common between parents and teachers as well as varying expectations. Very few schools and state departments of education demonstrate a commitment to providing a quality education for English language learners. Standardized and state assessments do not typically measure achievement in English language learners as much as language and cultural acquisition, putting English language learners at a disadvantage. These assessments are not differentiated to meet that exchange.

II.                 Evidence

While the learning outcome uses wording indicative of barriers, my research is focused primarily on corresponding success factors and ways to overcome these barriers. Other widely researched and accepted practices based in evidence are scaffolding theory, explicit phonics and vocabulary instruction, and activating schema and foundational knowledge skills. These strategies are primarily in reference to language acquisition, but also foster a sense of belonging and appreciation in building teacher-learner relationships.

III.              Best Practices

The final aspect of Learning Outcome 2 is the focus on implications for teachers and a call to action. Realistically, the most immediate procedural actions for a teacher to take following the information presented is to continue to be informed and seek out published journals and supported practices for TESOL education. Polls have found that most general education teachers do not feel that they have received adequate training for TESOL. In this way, acting as an advocate and seeking out professional development will also put educators in a position to succeed.

Conclusion

            The research and findings above are not all-encompassing and merely provide a broad overview of success factors and barriers found in western multicultural education. However, the artifact does provide justification in its use as a representation of Learning Outcome 2. New research and best practices continue to be refined and developed at an impressive rate. As a result, this artifact may become outdated in some respects as research and strategies change and develop.

  

 

References

Bostad, B., Cwikla, S., & Kienzle, J. (2015, December). Success of English Language Learners: Barriers and Strategies. Education Action Research Papers. Retrieved March 2022, from https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1129&context=maed

University of Kansas Department of Curriculum & Teaching. (2020, July). C&T 898 Course                                Syllabus. KU Connect . Retrieved June 30, 2022, from                                                                                 https://kuconnect.ku.edu/courses/2837/assignments/syllabus