Interpret the historical context of diversity and discrimination and evaluate how it impacts current practices.
Assessment: 25 pts.
TA: 20 Minutes
Teachers can teach language minority students to better participate in the school game.
Students have considered the learning domains in relationship to the minority students they teach. They now connect their understandings of the learning domains in relationship to the characteristics of the school game.
Children at recess or after school play games from tag and the one-old-cat to baseball and football. These games involve rules, and these rules govern their conduct. The games do not go on haphazardly or as a succession of improvisations . . . No rules, then no game; different rules, then a different game. As long as the game goes on with reasonable smoothness, then the players do not feel that they are submitting to external imposition, but that they are playing the game. Dewey, J. (1938). Experience and education. New York, NY: Simon and Schuster.
If they don’t understand the expectations, we’re dealing constantly with behavior problems. And we never get to the academics. And that is the struggle we have most of all is—to get them to understand what they need to do—and then if that is in place, then the language comes more easily. Linda Frost, from VS 7.1 (Access the video at https://equitypress.org/-Qcry. Then scroll down to session 7 (left side of the screen and then on the right side click on Linda Frost to listen to the quote--you could watch the whole segment later.).
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Access it online or download it at https://open.byu.edu/bilingual_education/la_6.4.