MD6AssgnNtiE.docx - 1 Diversity Project Eunice Nti Master...

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1 Diversity Project Eunice Nti Master of Science in Education, Walden University Dr. Maryann Leonard EDUC-6616: Enhancing Learning for Diverse Populations (Accelerated) August 16, 2020
2 Diversity Project Have you ever asked yourself the question, "what is diversity?"? Maybe you have and just could not come up with an accurate answer. In terms of myself, I have internalized this question multiple times throughout my years in the education field. Through my inquiries, I have come to realize that the term "Diversity" has numerous meanings. Associations, for example, the National Education Association (NEA), characterize assorted variety as the aggregate of ways people are both the same and diverse through the part of race, ethnicity, sex, sexual direction, language, etc. While researchers/writes like Merriam-Webster, Gorski, and Pothini define diversity as the state of having individuals of different races or cultures in a group. Regardless of its' multitude definitions, the notion that diversity is highly visible in the classroom remains true Reflection Description of Population, Strengths, and Areas for Growth: According to Fermin-Gonzalez (2019), it is vital for all to remember that attention to student diversity is an important part of academic discussion and to an inclusive classroom (Fermin-Gonzalez, 2019). The underserved population in my school are students who come from families that speak languages aside from English. This arrangement of students are frequently recognized as English Language Learners (ELL) or ESOL students. There is diversity even among the ESOL group. ESOL comprises of students who come from various language, ethic, and cultural groups, such as Amish, Hispanic, Arabic, etc. Regardless of where they are from, an ESOL student's capacity can run from zero English is spoken or comprehended to insignificant English spoken or comprehended. Many of the ESOL students come to the classroom from other countries, having a challenging time to adjust. The majority of the ESOL students begin kindergarten below the minimum level and go through the entire school year behind their peers. I
3 identified this set of students as underserved because frequently, they do not fit the average classroom, and adjustments are not equally made for them. When adjustments are made, they are not effective in helping the students succeed. In most cases, these groups of students are not even afforded special educational care to cater to their abilities. In the classroom today, ESOL educators are tasked with teaching language through content areas, such as math, in an effort to meet the needs of ELLs (Tigert & Peercy, 2018). At the same time, they are being instructed through other programs that focus on language immersion. Last school year, I had numerous ESOL students, and it was nearly impossible for me to fuse exercises that were important and associated with their lives. According to Byfield (2019), it must be understood that cultures, races, and ethnicities are not monolithic and do not solely make up the ESOL population, it is

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