Recommendations for Fulfilling Social-Emotional Needs
Recommendations:
The first recommendation is an asset based approach to language learning. It is important to view linguistic and cultural diversity as opportunity rather than a burden. This helps to dismantle the power dynamic where English is viewed with higher value than other languages. One way that schools do this through positioning all students as language learners. This can be beneficial to both E.L.L students and those whose dominant language is English. E.L.L students are not othered and are treated as valuable members of the school community. Other students also benefit because they gain exposure to other languages and cultures. This also breaks down barriers between students as they work together to improve their language skills [7]. When diversity is cherished, everybody succeeds.
The second reccomendation is using Culturally Responsive Pedagogy to support the emotional and social needs of students. This education style involves the recognition of student’s linguistic, cultural, and ethnic identities. Instead of shaping the classroom into a cookie cutter image, this approach shapes the curriculum and other educational models to reflect the variety of perspectives present. It is about encouraging students to be proud of their linguistic and cultural identities. This goes along with the of the asset based approach because it nurtures an environment where students feel a part of their school which leads to better academic successes and overall positive emotional health [6]. Numerous studies show that valuing the diversity of language in the classroom and seeing it as an opportunity rather than a burden had positive impacts on how students viewed their ethnic identities and the level of acceptance in the classroom. Students who have a positive view of their ethnic and cultural identities are protected from the negative effects associated with discrimination [7]. Some concrete ways teachers can be culturally responsive is through curriculum. Teachers should aim to use multicultural literature so that every student has a chance to see themselves in the books that they read. It also broadens the cultural understanding of the entire classroom. Personal relevance to the curriculum is a great way to show E.L.L students that they belong and that their identities matter [6].
The first recommendation is an asset based approach to language learning. It is important to view linguistic and cultural diversity as opportunity rather than a burden. This helps to dismantle the power dynamic where English is viewed with higher value than other languages. One way that schools do this through positioning all students as language learners. This can be beneficial to both E.L.L students and those whose dominant language is English. E.L.L students are not othered and are treated as valuable members of the school community. Other students also benefit because they gain exposure to other languages and cultures. This also breaks down barriers between students as they work together to improve their language skills [7]. When diversity is cherished, everybody succeeds.
The second reccomendation is using Culturally Responsive Pedagogy to support the emotional and social needs of students. This education style involves the recognition of student’s linguistic, cultural, and ethnic identities. Instead of shaping the classroom into a cookie cutter image, this approach shapes the curriculum and other educational models to reflect the variety of perspectives present. It is about encouraging students to be proud of their linguistic and cultural identities. This goes along with the of the asset based approach because it nurtures an environment where students feel a part of their school which leads to better academic successes and overall positive emotional health [6]. Numerous studies show that valuing the diversity of language in the classroom and seeing it as an opportunity rather than a burden had positive impacts on how students viewed their ethnic identities and the level of acceptance in the classroom. Students who have a positive view of their ethnic and cultural identities are protected from the negative effects associated with discrimination [7]. Some concrete ways teachers can be culturally responsive is through curriculum. Teachers should aim to use multicultural literature so that every student has a chance to see themselves in the books that they read. It also broadens the cultural understanding of the entire classroom. Personal relevance to the curriculum is a great way to show E.L.L students that they belong and that their identities matter [6].