To support my English Language Learners (ELLs), I would become proactive in creating a conducive environment where their culture and language are appreciated. The first step is to familiarize myself with the culture of the immediate community since most ELLs will be from around the school. I would also need to learn about my learners’ cultures and incorporate them into the classroom. It would be necessary to label classroom items displayed on the walls in English and the ELLs’ language to make literacy improvement easier (Mays, 2008). Since sharing home experiences is a sure way of bringing culture into class, it is advisable to create assignments to facilitate such sharing (Mays, 2008). Through this learning, I would understand ELLs experiences and culture and use it to modify my future lessons to their advantage.
One way of incorporating ELLs’ culture into the classroom is through reading activities. For example, book clubs allow the learners to share personal stories from home, community, and school. In addition, I could have a multicultural library section with books on diverse cultures written in many languages (Mays, 2008). Such a library would allow ELLs to be accepted in the class and encourage white students to interact with the ELLs’ cultures. Aside from books, I would get extra reading materials that teach learners different cultures and languages. During reading sessions, I would invite ELLs to share personal experiences that connect their cultures with the classroom and universally shared childhood activities, such as shaving. The classroom community would quickly develop by sharing common childhood themes like losing a tooth and eating. For example, I could have materials with stories featuring children on their first day of school, an experience shared by whites and ELLs.
Reference
Mays, L. (2008). The cultural divide of discourse: Understanding how English‐language learners’ primary discourse influences acquisition of literacy. The Reading Teacher, 61(5), 415-418. Web.