- Year 2024
- NSF Noyce Award # 1852908
- First Name Frank
- Last Name Arita
- Institution University of Nebraska Omaha
- Role/Position Current Noyce Scholar
- Proposal Type Workshop
- Workshop Category NA: I am a Scholar/Fellow
- Workshop Disciplines Audience Mathematics
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows, Undergraduate and/or Graduate Noyce Scholars
- Topics Culturally Relevant Pedagogy, Managing high-need classrooms/building trust for all students
- Additional Presenter(s)
Courtney Cutler Email: courtneycutler@unomaha.edu
Goals
1.) Participants will learn how to utilize linguistic and cultural diversity as a tool to enhance learning for ELL students.2.) Attendees will be able to implement practical classroom strategies, such as using translated word walls and modulating speaking pace, to improve comprehension and engagement among ELLs.3.) Educators will gain an understanding of how to apply visual aids and expressive communication techniques to support diverse learning needs effectively.4.) We are exploring incorporating a five-minute exercise led by Frank Arita, where he initially provides instructions with minimal body language and visual cues. This will be followed by a session using these aids to demonstrate the challenges faced by language learners in the classroom. This activity aims to highlight the benefits of the strategies we’ve discussed and foster an open discussion on the most effective ways to convey messages across diverse learning environments.
Evidence
Our evidence comes from our lived experiences and the following research: Castillo, C. T. (2001). The effects of a dual language education program on student achievement and development ofleadership abilities [Unpublished doctoral dissertation]. Our Lady of the Lake University.Cortes, D. A. (2015). The effects of a K-12 dual language instruction program on student college readiness [Doctoraldissertation, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertations/391Downes, M. (2007). Comparing ESL and dual language instruction on guided reading (Publication No. 304714087) [Postmaster’s thesis, The Graduate College at the University of Nebraska at Omaha]. ProQuest Dissertations and Theses A&I. Fortunes, T. W. (2019, April 9). What the Research Says About Immersion. What the research says about immersion – Tara Williams Fortune. https://carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.html Gilbert, S. M. (2001). The impact of two-way dual language programs on fourth grade students: Academic skills in reading andmath, language development, and self-concept development [Unpublished doctoral dissertation]. New Mexico StateUniversity, Las Cruces.Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual-language immersionprograms on student achievement: Evidence from lottery data. American Education Research Journal, 50(1), 282S–206S.https://eric.ed.gov?id=ED577026Additionally, we are collaborating closely with ELL specialists holding doctorates in ELL development and supports, as well as doctorates in education who were themselves ELLs, at the University of Nebraska Omaha to develop our workshop.
Proposal
The journey of an English Language Learner (ELL) is marked by high expectations and a complex identity that bridges multiple roles—from children to translators to students. Despite their best intentions, educators can sometimes apply methods that inadvertently hinder students rather than help. We aim to teach effective methods to support these students by drawing from our own experiences. In developing our workshop, we draw from our unique experiences: Courtney, whose mother is Deaf communicates with American Sign Language, and Frank, raised by Spanish-speaking parents and educated in a K-12 dual language program. These backgrounds provide us with firsthand insights into the strategies that support students and the practices that can lead to disparities in the classroom. Our presentation offers practical strategies for creating an inclusive classroom. These include leveraging diverse perspectives, enhancing comprehension through students’ preferred languages, and using visual aids like translated word walls. We also focus on the benefits of a modulated speaking pace, clear enunciation, and expressive facial cues. Our personal experiences enrich our approach, providing a genuine perspective on effective educational practices. This workshop aims to equip educators with insights and tools that honor and support every student’s learning journey.
