Affirming diversity


Section one

Question one

Multiliterate learning community

  • A Multiliterate learning community is the one that encompasses various skills, knowledge, behaviors and processes.

  • It is a community that relies on digital technology such as sound, words, music and moving images as a way of learning as opposed to the traditional print (Nieto, 2012).

  • This community encompasses all the representations of meaning such as linguistic, visual, audio, spatial, and gestural.

  • The changes in technology and the advent of globalization have necessitated the various representations of meaning.

Question two

Differences between the terms ELL and LEP

  • ELL stands for English Language Learner while LEP stands for limited English Proficiency (Nieto, 2012).

  • The terms are largely used interchangeably but have slight differences

  • ELLs have limited English proficiency and can therefore be called Limited English Proficient.

  • An ELL can have proficient English and therefore the term LEP is inappropriate in some situations (Nieto, 2012).

Question three

Students in bilingual programs is decreasing

  • Globalization has made people learn different languages while still in their own countries

  • Research has also indicated that the number of world languages are decreasing

  • Technology has enabled people to learn different languages online

  • Many people regarded as language minority students are not really minority.

Question four

Sink or swim” policies

  • Sink or swim policies aim at immersing English language learners into classes where there are people conversing in fluent English

  • The English learners are supposed to succeed in such a class or fail

  • The policies do not care for training of the English language learners

  • The English language learners are expected to assimilate, adopt and learn the English language to indisputable levels with the rest of the learners

Question five

Definition of bilingual education

  • Bilingual education is a system of education where instruction is done in two different languages

  • Teaching takes place in both the native language and secondary language and each language is used depending on the circumstances

  • Bi-lingual education is essential for ensuring that the student is prepared for a global economy

  • Learners enhance their communication skills through bilingual education

Section two


Reasonsfor immigrating into America

Numerouspeople have had the dream to immigrate into the United States. Thereare various factors that have necessitated this movement of people.The economic opportunities such as employment have been a key factorthat has made people to immigrate into the United States. Many peoplemigrate in search for jobs. Other people migrate to America in searchfor medication (Banks, 2010). Additionally, there are people whomigrate to America on vacation and decide to settle therepermanently. Lastly, there are numerous people who move to Americafor political asylum.


Traumamany ELL students experience learning a new language

Englishlanguage learners experience trauma when learning new languages.Despite them having caring teachers, these students are traumatizedby their inability to communicate effectively with their peers. Thesestudents are made to believe that their native languages are inferiorand that they cannot succeed not unless they learn the Englishlanguage (Nieto, 2012). The English language learners cannotcommunicate their feelings to the teachers and this is extremelytraumatizing. Students learning English express their dissatisfactionwith classes where the only language spoken is English.


Whatneeds to be done to ensure that teachers have adequate educationaltraining to teach English-language learners?

Theteachers must be equipped with the knowledge of language development.This should involve the knowledge of acquisition of second language.This knowledge should not be a preserve of special language trainers,but should be accessible to all teachers. It is also essential forthe teachers to have knowledge of the social cultural and socialpolitical aspects of the English language acquisition (Banks, 2010).It is also essential for the teachers to clearly understand thehistory of the immigrants into the United States and the policiesthat regulate language acquisition for the immigrants. Additionally,it is essential for the teachers to adapt curriculums for Englishlanguage learners.


Reasonsthat teachers and schools disregard language-minority students’native language

Languageminority students’ native language is mainly disregarded by theteachers and the schools. This is because the language is not used asa channel for instruction. English language is mainly the mainstreamlanguage for instruction in most schools across America. Teachers andschools also consider the native languages of the language minoritystudents as inferior hence disregard it (Nieto, 2012). Englishlanguage proficiency is also associated with economic success of thestudents by the teachers and the schools. Lastly, the teachers andthe schools consider disregarding the native languages as a way ofprotecting the future of the students.


Lowincidence populations

Lowincidence populations constitute of people with various forms ofdisabilities and who are few and considered as minority populations.They include children with visual impairments, hearing deficits,traumatic brain injuries and English language learners. Thesechildren require special teaching and instruction models, which wouldenable them to be in the same academic level with the rest of ablestudents. Students belonging to this group of populations aredifficult to handle at school since the teachers and the school isunable to find out what strategies and technologies to use to educateand serve them.


Nieto,S. (2012).&nbspAffirming Diversity: The Sociopolitical Context ofMulticultural Education. Allyn &amp Bacon.

Banks,J. A. (2010).&nbspMulticultural education: Issues andperspectives. Hoboken, N.J: Wiley.