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

successfully.

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