The author of this material describes the ideologies of diversity and how such ideologies underpin the approach to teaching diversity. For example, competing principles, such as the ideology of exclusion and dominance, diversity is viewed negatively. By contrast, the ideology of diversity in the context of inclusion is viewed positively, which leads to advances such as multicultural, bilingual education, and foreign language instruction in the K-12 setting. Likewise, the inclusionary approach to diversity fosters progressive and responsive policies. This article also discusses factors to consider in the struggle for bilingual education; such as, changing demographics and the influx of immigrants, especially Latinos. The applications of this material for 21st century learning suggests that diversity is a resource, not a problem; students learning English need more than language instruction; and, families of second language students should be included in the education of their children. This journal article may be applicable for supporting the need for a comprehensive bilingual program and additional resources in K-12 settings, and pre-service ELL programs at the university level.
Type of Material:
Open Journal Article
Recommended Uses:
This journal article might be appropriate for lectures, conferences,. Additional recommended usage include 21st century learning skills in content areas, such as Teaching English Language Learners, and Assessment courses. also, content areas such as,learning and innovations might include creative thinking and problem solving,communication and collaboration. College students could use this as a reference when writing responses to discussion questions or papers.
Technical Requirements:
Text-reader software, such as Word, Open Office...
Identify Major Learning Goals:
The purpose of this journal article is to offer a historical perspectives on ideologies regarding language,diversity and learning and its’ implications for 21st century learning. There are no learning goals per se.
Target Student Population:
Target populations might include undergraduate and graduate programs; subject matter such as Teaching ELL, and Assessment. K-12 user groups might also be included in this target population.
Prerequisite Knowledge or Skills:
Knowledge of pedagogy and domains for effective teaching practices, Common Core State Standards (CCSS), and 21st century learning skills.
Content Quality
Rating:
Strengths:
This material presents a historical perspective of ideologies about language and diversity which is grounded in the core concept of the discipline. The article is current and relevant, and provides insight about the root cause of some of the challenges related to the various approaches teaching language to bilingual students, including limited resources and services in some educational settings.
Concerns:
None noted.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The objective of this article is to share that diversity of language is a good thing. The article offers suggestions as to how we can teach English as more than just language instruction. the author suggests that professional development is needed for teachers and administrators to learn effective ways to involve families in the teaching of English in the future. The article may be used to support the need for additional resources and training of bilingual students, supporting 21st century learning environments that allow equitable access to quality learning tools, technologies, and resources; and the inclusion of parents in the education process of their children.
Concerns:
None noted.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
There is no navigation required within this article. As long as a person is able to open the article they use their scroll button to navigate. No other technological skills are required.
Concerns:
This journal does not meet accessibility requirements.
Other Issues and Comments:
None.
Creative Commons:
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