What does research say about working with regular education classroom teacher meeting the challenges of linguistically diverse students?
What does research say about working with regular education classroom teacher
meeting the challenges of linguistically diverse students?
This is an important research question, as our current students are the future for the
achievements of our nation. Teachers need to work together with their parents and
community for the academic and personal success of each child.
I looked at my schools data regarding reports because as a third grade classroom
teacher it seemed as if there was an overwhelmingly increasing amount each year.
While looking at this data, I have decided that I want to research and implement
strategies to increase success for linguistically diverse students in the classroom,
especially with the NLCB.
I will be focusing on five 9 to 10 year old diverse students. These students were
selected by reviewing the (CAT) data for the current students that I teach. A
professional learning community has been developed inclusive of a fourth grade
English teacher, the instructional facilitator and principal. This team has worked in
a collaborative effort to identify this research and will continue to meet to focus on
the strategies and support systems that we can put in place to develop these
relationships with our students to increase success of linguistically diverse students
in the regular classroom.
The school-age population has increasingly become more diverse every year. According
to the U.S Department of Education 2006 report, the American public schools have continued to
show more diversity and growth. This report established that more than 40% of public school
learners were ethnic or racial minorities as of 2003, manifestly up from roughly 20% in 1972
(Department of Education, 2006). Given the growing diversity among school-age population,
teachers who teach in regular education classroom with linguistically diverse students must
implement certain key strategies and approaches in order to make sure that every student in that
classroom really feels he or she belongs. It is important to note that, all educational stakeholders
including school administrators, general educators, guidance counselors, special teachers and
paraprofessionals must work together in order that the adopted key strategies are implemented
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