WEEK ONE: WRITTEN RESPONSE 1

WEEK THREE: WRITTEN RESPONSE

Amy Hinton

SPED 637
WEEK ONE: WRITTEN RESPONSE 2

Abstract

This written response includes two articles focused on Multi-Language Learners and Cultural &

Linguistically Instruction. The articles highlighted approaches, ideals, and assessment strategies

focusing on the specific needs of multi-language learners.

WEEK THREE: WRITTEN RESPONSE

Pū`Ā i ka `Ōlelo, Ola ka `Ohana: Three Generations of Hawaiian Language Revitalization

This piece detailed the involvement of three families in the restoration of Hawaiian

Language. First, timelines chronicle the outlawing and revival of Hawaiian Culture and

Language. Then it describes in great detail the familiesʻ and communityʻs participation through

planning, facilitating, learning, and advocating for Hawaiian Immersion programs; K-12. While

many supported the creation of Hawaiian Immersion programs, others were insentive and

opposed the idea. A literacy specialist would benefit from being culturally responsive and

advocating for studentsʻ cultural and linguistic differences as a benefit not a burden. The

immersion program allowed students to stay connected with their personal culture and language

while pursuing an education and resulted with Nawehi (Hawaiian Immersion School) having

100% graduation rates (Kawaiaea, Housman, & Alencastre, 2007). Literacy specialist could

utilize home languages as a tool to systematically include English language instruction as

students learn a new language.

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Culturally Responsive Teaching

This piece focuses on Culturally Responsive Teaching (CRT) that includes utilizing children’s

cultural and linguistic backgrounds while planning, teaching, assessing, and facilitating. If

literacy specialists use the recommended methods to support multi-language learners, they will

be able to support the students’ success in literacy and identification with their native culture.

Being sensitive to the cultural differences of a student will guide practices that incorporate

cultural norms while providing opportunities to think critically and problem solve. Core content

can be taught while including culturally relevant and engaging topics. Culturally responsive

teaching is providing new evidence based culturally practices. Unfortunately, these practices

have not been explored enough to truly support the needs of multi-cultural and multi-language

learners..

Synthesis

Cultural awareness will be a tool that literacy specialists can use to support students at

their school. Literacy specialists rely on collaboration with other teachers to be successful in

their position. By networking with a variety of teachers and community members that contribute

to the understanding and planning of materials, lessons, and assessments that support students’ as

individuals will aid with success and motivation. Literacy specialists that become familiar with a

students’ language can understand the needs of a student coming into a school with little or no

English speaking, reading, or writing skills.

Many schools have expectations of students’ being prepared for English instruction in all

areas of academia in a short amount of time. This could hinder a child’s success in a variety of

subjects and their progression while acquiring the English language. Students with an accent

while reading English materials could be considered a delay or inadequacies in pronunciation of

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English language. To combat when students arrive at an English-based school with native

phonemic awareness, is instruction of English phonemic awareness necessary beyond lower

elementary levels. Literacy specialists aware of cultural and linguistic influence could also help

identify if a student is having an English inadequacies and avoid inappropriate identification for

special educations services. If a teacher or literacy specialist does not properly identify needs of

a multi-language learner versus needs of a student with disabilities could truly hinder a child’s

ability to succeed in school. This is a prevalent concern at many schools in Hawaii due to the

array of students’ from varying cultures attending schools. Not only are students coming from

non-English speaking homes but there are large influences of socioeconomic standing, drug

addiction, abuse, and other factors that could severely interfere with a child making gains at

school.
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References

Kawai'ae'a, K.K.C, Housman, A.K., & Alencastre, M. (2007).

Pu'a i ka 'Olelo, Ola ka 'Ohana: Three Generations of Hawaiian Language Revitalization.

Online Submission, 4, Linary.

Aceves, T., & Orosco, M. (2014). Innovation Configuration: Culturally Responsive Teaching.

Ceedar Center, Document No. IC-2.