Culturally Inclusive Pedagogies

A number of things were surprising to me as I went through the resources by Cummins. One aspect of ELL teaching that I've wanted to elaborate my understanding on is the most effective use of L1. I found it really interesting that Cummins mentions that ignoring the use of L1 can have a negative effect on the student's English learning. In his video Multilingual Education for Social Justice -- Part 3 - Pedagogy for Empowerment he mentions that neglecting to respond to a student's L1 can creates a status difference between the student's first language and the language being spoken in school. I found this extremely interesting as I hadn't considered what was being communicated when a teacher doesn't respond to a student using their first language. Understanding that these moments can be an opportunity for teaching has made me reflect on these moments I've experienced in my own class. Another moment in his video Empowering English Learners challenged my thinking. Cummins explained that not only do we have to make the learning interesting to the students, but we have to have content that generates an interest in language itself. As a teacher I am always striving to make my lessons interesting and relevant to my students, but I hadn't considered the additional level of learning an ELL student may be undergoing. Creating content that is both engaging subject-wise but also helps generate interest in learning English really changed my mindset about creating a lesson. Now having heard this, this makes complete sense, but it wasn't something I had considered before.

I will empower ELLs in my class by firstly acknowledging their multilingual accomplishments. As a student continues to develop their skills, their confidence will increase. Recognizing this in my class can help students continue to feel accomplished and affirmed. I will also continue to recognize and celebrate the diversity in my classes. Being a teacher in an international school means that I get to teach students from around the world. As a drama teacher, I like to discuss the different forms of performance around the world in my lessons. Another strategy I use in class is allowing some performances to be spoken in L1. When I'm assessing the students and the dialogue doesn't need to be understood (eg. choral speaking), students can choose to perform in their L1. Removing the one element of stress when performing (as it's stressful for all middle school students to perform in front of peers!) allows the students to fully participate in the lesson. I ask for a translation and depending on their English levels, I'll have them speak the English version to me.

Cummins arguments have made me consider how significant our role and actions are to a ELLs' success. Going back to my first point about the consequences of not recognizing when a student uses their first language in class. Even when we as teachers take no action, even if we think it is the correct thing, can create a status difference between the student's L1 and English. Helping ELLs increase their English skills is a challenging task for the student, and we as teachers need to empower them. Recognizing their accomplishments is essential to their success. We also have to ensure their culture and language is recognized, welcomed, and celebrated in our classrooms (and schools!). This module has made me reflect on how varied the situation can be when a new ELL student joins your class. I'm fortunate to be working in a school where the ELLs joining the school are mostly doing so by choice in order to improve/develop English. Having an understanding that a student's immigration history can have a significant impact on their English language development has made me consider how important our role is as teachers from the moment a new student enters the school.