Innovations in Connecting, Leading, and Supporting Culturally and Linguistically Diverse Populations

Ebony T. Shockley, Loren Jones and Drew Fagan | Teaching and Learning, Policy and Leadership

Abstract

Innovative virtual practices that support culturally and linguistically diverse students are scant in the Prek-20 literature. In response, faculty provide instructional context and recruitment strategies that contribute to the limited literature and share the ways in which they consider the assets their learners bring. A critical goal of inclusive education is encouraging educators to learn about their students’ “lives outside of school” (Short et al., 2018, p. 39).

A Virtual Portfolio in an undergraduate studies course, showcased digital artifacts from students describing their lived experiences and what they learned throughout the course about econolinguistics and linguistic profiling (Baugh, 2018). The presentation includes the collective and reflective practices leading to the resources that helped students understand the implications of racial, linguistic, political, geographical, and socioeconomic differences.

A Community Exploration Project provided an opportunity for graduate students who are pre-service teachers to study the community surrounding their internship. The assignment posed the following questions: What languages and literacies do your students use outside of school as they move about in their community? How might these guide your instruction and pedagogy in ways “that both connect to students’ experiences and engage them academically” (Moll, 2015, p. 114)?

The Teaching English to Speakers of Other Languages (TESOL) Post-Baccalaureate Certificate Program guides a diverse group of practicing Prek-12 educators and administrators. A goal of the program is to support best practices in meeting the needs of English learners in the school system. Central to ensuring that culturally and linguistically diverse students are adequately supported is the necessity of recruiting and maintaining culturally and linguistically diverse teacher populations (Easton-Brooks, 2019).

We demonstrate our innovative and inclusive pedagogies that affirm linguistic and cultural funds of knowledge (Espinoza et al., 2021; Moll & González, 1994). We also discuss implications for making connections, enhancing leadership skills, and leveraging technology.

Presentation