Cultural Competency
Culturally competent instruction to me means creating a learning environment that is responsive to the cultural and linguistic needs of all students. This includes but is not limited to students of different races, ethnicities, cultures, religions, languages, abilities, genders, and sexual orientations. With the changing demographics in the United States, teachers must be aware of the diverse backgrounds and experiences of their students. By creating a culturally competent classroom, teachers can provide all students with the opportunity to succeed.
One social issue that I have experienced is the lack of cultural competence among teachers when it comes to working with English Language Learners (ELLs). Many teachers are not trained on how to properly support ELLs, which can lead to these students feeling isolated and excluded (Cassady et al., 2017). Culturally competent instruction can help address this issue by providing teachers with the tools and resources they need to support ELLs in the classroom. By making sure that all students feel welcome and valued in the classroom, we can help create a more inclusive environment for everyone.
The creation of a culturally competent classroom requires teachers to be aware of their own cultural biases and assumptions. They also need to be willing to learn about and respect the cultures of their students (Kim & Jeong, 2021). In my experience, many teachers are not aware of their own cultural biases, which can lead to them making assumptions about their students that are not accurate. This can be damaging to students, as it can lead to them feeling like they are not valued or respected.
Moreover, learners can have poor academic performance due to teacher-based biases.
Culturally competent instruction can help address this issue by providing teachers with the tools and resources they need to understand their own cultural biases and assumptions. Additionally, culturally competent instruction can help teachers learn about and respect the cultures of their students. By doing this, we can help create a more inclusive and culturally competent classroom for all. Thus, Cultural competence is an important skill for teachers to have to create a more conducive classroom environment for all students.
Annotated Bibliography
One social and demographic trend in education that can lead to problems of practice is the increasing number of English Language Learners (ELLs) in schools. Many ELLs come from homes where a language other than English is spoken and may have limited exposure to English outside of school. This can lead to difficulties in acquiring the English language, which can in turn impede their academic progress. Additionally, ELLs may face challenges in communicating with their teachers and classmates, which can impact their social and emotional development.
Besterman, K. R., Ernst, J., & Williams, T. O. (2018). Developments in STEM educators’ preparedness for English language learners in the United States. Contemporary Issues in Education Research (CIER), 11(4), 165–176. Web.
This study examined recent developments in STEM educators’ preparedness for teaching English language learners in the United States. a mixed-methods approach was used, including a survey of STEM educators and interviews with key informants. Besterman et al. (2018) note that while there has been some progress in terms of educators’ preparedness, educators need more support in terms of professional development and resources. The authors did a good job of addressing the purpose of the study, but more could be done in terms of implications for practice.
Cassady, J. C., Smith, L. L., & Thomas, C. L. (2017). Supporting emergent literacy for English language learners with computer-assisted instruction. Journal of Research in Reading, 41(2), 350–369. Web.
This study aimed to explore how computer-assisted instruction could support emergent literacy for English language learners. The authors used a mixed-methods approach, conducting both quantitative and qualitative analyses. They found that computer-assisted instruction was associated with positive outcomes for emergent literacy skills (Cassady et al., 2017). The authors suggest that computer-assisted instruction could be a valuable tool for supporting English language learners, adequately accomplishing the intent of the study.
Faria, A. M., Bergey, R., Baird, A. S., & Lishinski, A. (2019). Using Technology to Support English Language Learners in Higher Education: A Study of Voxy’s Effect on English Language Proficiency. American Institutes for Research. Web.
The purpose of this study was to examine the effects of Voxy, an online English language learning program, on the English proficiency of college students. The study used a randomized controlled trial with two groups of students: those who used Voxy for four months and those who did not. The findings showed that students who used Voxy made significant gains in English proficiency, compared to those who did not use the program (Faria et al., 2019). Online English language learning programs can be effective in helping college students improve their English proficiency.
Kim, D., & Jeong, S. (2021). Evidence-based reading interventions for English language learners: A multilevel meta-analysis. Heliyon, 7(9). Web.
The purpose of the study was to examine the effectiveness of evidence-based reading interventions for English language learners. The authors used a multilevel meta-analysis to analyze the data. The findings showed that evidence-based reading interventions were effective for English language learners (Kim & Jeong, 2021). The authors concluded that evidence-based reading interventions should be implemented to improve the reading skills of English language learners, fully addressing the study’s purpose.
Maarouf, S. A. (2019). Supporting academic growth of English language learners: Integrating reading into STEM curriculum. World Journal of Education, 9(4), 83. Web.
The purpose of this study is to investigate the effect of integrating reading into the STEM curriculum on English language learners’ academic growth. The study used a mixed-methods approach, collecting both quantitative and qualitative data. The findings showed that reading had a positive impact on academic growth, with the majority of students making gains in literacy skills (Maarouf, 2019). Reading should be integrated into the STEM curriculum to support the academic growth of English language learners. The authors fully addressed the study’s purpose.
Ensuring Success
In the “Happy Doc Student” podcast, Frederick highlights several important aspects of doctoral student success. In particular, he emphasizes the importance of time management, goal setting, and networking. While these are all important factors in any student’s success, doctoral students may find it especially useful to focus on these areas to achieve their goals.
Time management is an important skill for all students, but it is especially important for doctoral students who often have to balance their coursework with their research and writing. Frederick recommends several time management strategies in the podcast, including setting a weekly schedule, breaking up work into smaller tasks, and using a planner (Frederick, 2022). By taking the time to plan out their week, doctoral students can ensure that they are making the most of their time and can get their work done on time.
Another important aspect of doctoral student success that Frederick highlights are goal setting. He recommends that students set both short-term and long-term goals to stay on track and motivated. Short-term goals can help students stay focused on the task at hand, while long-term goals can provide a sense of direction and purpose (Frederick, 2022). By setting and working towards both types of goals, doctoral students can increase their chances of success.
In addition to time management and goal setting, Frederick also emphasizes the importance of networking. He recommends that students get involved in their field by joining professional organizations and attending conferences (Frederick, 2022). Networking can help students make connections and build relationships that can lead to future opportunities. By taking advantage of networking opportunities, doctoral students can increase their chances of success both during and after their time in graduate school.
While the tips Frederick provides in the “Happy Doc Student” podcast are all important for doctoral student success, there are a few additional steps that students can take to ensure their success. First, students should make sure to stay organized and keep track of their progress. This can be done by keeping a journal or using a tracking system such as a spreadsheet. Second, students should take advantage of resources such as their advisors, mentor, and peers. These individuals can provide guidance and support throughout the doctoral process (Frederick, 2022). Finally, students should make sure to take care of themselves both physically and mentally. This includes eating a balanced diet, exercising regularly, and getting enough sleep. By taking these additional steps, doctoral students can set themselves up for success.
The “Happy Doc Student” podcast provides valuable information for doctoral students seeking success. Frederick highlights the importance of time management, goal setting, and networking, and provides helpful tips for each. While these are all important factors in any student’s success, doctoral students may find it especially useful to focus on these areas to achieve their goals.
References
Besterman, K. R., Ernst, J., & Williams, T. O. (2018). Developments in STEM educators’ preparedness for English language learners in the United States. Contemporary Issues in Education Research (CIER), 11(4), 165–176. Web.
Cassady, J. C., Smith, L. L., & Thomas, C. L. (2017). Supporting emergent literacy for English language learners with computer-assisted instruction. Journal of Research in Reading, 41(2), 350–369. Web.
Faria, A. M., Bergey, R., Baird, A. S., & Lishinski, A. (2019). Using Technology to Support English Language Learners in Higher Education: A Study of Voxy’s Effect on English Language Proficiency. American Institutes for Research. Web.
Frederick, H. (2022). #61 higher heights and deeper depths with dr. Chanda Nicole Holsey – Happy doc student podcast. Buzzsprout. Web.
Frederick, H. (2022). #63 be the change with dr. Angie Holzer – Happy doc student podcast. Buzzsprout. Web.
Frederick, H. (2022). #70 tips for succeeding in a DNP program with William Hall, MSN – Happy Doc Student Podcast. Buzzsprout. Web.
Kim, D., & Jeong, S. (2021). Evidence-based reading interventions for English language learners: A multilevel meta-analysis. Heliyon, 7(9). Web.
Maarouf, S. A. (2019). Supporting academic growth of English language learners: Integrating reading into STEM curriculum. World Journal of Education, 9(4), 83. Web.