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Learners (ELLs) and it includes cultural topics that my students will be able to relate to.
In my classroom, as least every class has at least two English Learners, who speak
Spanish, and who are at varying proficiency levels of English Language acquisition. To account
for that a large portion of the lesson includes accommodations for English Language Learners,
specifically Spanish speakers. The vocabulary lesson includes Spanish cognates so that students
can connect vocabulary they may know in their native language to the schema of the new
vocabulary words. The lesson also includes many visuals, specifically visuals for the vocabulary
words so that ELLs can get multiple exposures to the new vocabulary, even if they do not
possess the English language proficiency necessary to fully comprehend the lesson when it is
solely delivered verbally. Throughout the lesson, the ELLs are placed in groups with native
Spanish speakers and native English speakers with the intention of ensuring that they are getting
the most information possible from the lesson while simultaneously hearing English spoken
correctly. All of these additions to the lesson plan make the lesson more accessible for the ELLs
A large number of my students are immigrants or the children of immigrants and their
parents came to the United States, in large part, to provide them with better academic
opportunities. The except from I Am Malala, the text being read in class, while not being based
in a Latin American country like many of my students, touches on experiences that would be
relatable and similar to the experiences of my scholars. Students can bring their background
information and cultural experiences into the lesson to better understand the text and diversify
the lesson for everyone. These connections allow students to link their own cultural identities to
CULTRUALLY RESPONSIVE LESSON 3
what is being taught in the classroom, increasing interest and the opportunity to learn (Ladson-
Billings, 1995).
CULTRUALLY RESPONSIVE LESSON 4
References
Berg, H., Petron, M., & Greybeck, B. (2012). Setting the Foundation for Working with English
34-44.