Question 1
Culture is a complex concept that encompasses many facets of human life, including
language, beliefs, values, customs, behaviors, material objects, and technologies. Culture is
not static but is constantly evolving, changing, and adapting to new environments and
influences. It is a shared and learned phenomenon deeply embedded in people's everyday
lives worldwide. Surface culture traits are overt expressions of a culture, such as language,
dress, food, art, and music. Deep culture traits, such as values, beliefs, social norms, and
attitudes, are more subtle and less tangible. Surface culture traits often serve as symbols of a
culture's deep cultural traits, which are often more challenging to identify and define.
Cultural differences can have a significant impact on teaching and learning. Teachers
must be aware of the cultural backgrounds of their students and be able to recognize and
respect their differences. One way to do this is to encourage students to share their cultural
experiences, values, and beliefs with the class. This can create a more inclusive and tolerant
learning environment where students feel respected and accepted. Teachers must also be
aware of the different learning styles of their students. While some students learn best
through lectures and discussion, others prefer a more hands-on approach. It is essential for
teachers to be aware of which type of learning style each student selects and to adjust their
teaching style accordingly.
Furthermore, teachers should be aware of cultural biases. Cultural biases can lead to
preconceived notions about certain students' capabilities or intelligence, leading to
discrimination and unequal treatment. Teachers must be aware of these biases and strive to
create a welcoming and inclusive learning environment for all students. Finally, teachers need
to consider their students' different cultural backgrounds when selecting and designing
curricula. Different cultures have other value systems and beliefs, and curricula should reflect
3
this. For example, curricula should include various perspectives and topics relevant to
students of all backgrounds. In addition, it is essential to create a safe and welcoming
learning environment where students can express themselves without fear of judgment or
discrimination.
In conclusion, cultural differences can profoundly impact teaching and learning.
Teachers must be aware of their students' cultural backgrounds, recognize and respect their
differences, and design curricula that reflect the values and beliefs of all students. By doing
so, teachers can create a more inclusive and tolerant learning environment where all students
feel respected and accepted.
Question 2
Language differences are often thought of as being based on dialect and the
differences between a person’s first language (L1) and second language (L2). These language
differences can cause a wide range of issues that can affect teaching and learning both in the
classroom and outside of it. Dialect is a variety of languages that a particular group speaks of
people. Dialects are identified by their distinctive pronunciation, vocabulary, syntax, and
grammar. Dialects can be very different from one another and can even be mutually
unintelligible. For example, the dialects used in the United States are not the same as those
used in the United Kingdom. This can lead to problems for students learning a language, as
they may need help understanding the dialect used by their teacher.
Another difference between a person's first language (L1) and second language (L2)
is. A person's L1 is the language they learn first and are most comfortable with. A person's L2
is any language they understand besides their first language. Many people learn a second
language to communicate with people who speak a different language. Learning a second
language can be very difficult, as it requires learning a new set of rules and vocabulary. This
4
can lead to problems in the classroom, as students may need help understanding the language
being taught. A person's L1 and L2 differences can also impact teaching and learning. For
example, some students may need help understanding the language being taught, as they may
need to be more familiar with the grammar and vocabulary used in the language.
Additionally, some students may need help to transfer the skills they have learned in their L1
to their L2, making it difficult for them to understand the language being taught.
Furthermore, language differences can also lead to misunderstandings between
teachers and students. For example, a teacher may use a word or phrase in a language the
student needs help understanding. This can lead to confusion and frustration for the student,
making it difficult for them to learn. Additionally, students may need help communicating
their ideas effectively in the language being taught, as they may need to become more
familiar with the vocabulary or grammar. Language differences can also impact the way a
student learns. For example, some students may find it difficult to learn in a language that is
not their L1, as they may also need help understanding the language. Additionally, some
students may need help transitioning from L1 to L2, as the grammar and vocabulary rules can
differ.
In conclusion, language differences can significantly impact teaching and learning.
The differences between dialects, a person's L1 and L2, can lead to misunderstandings and
confusion. Language differences can also make it difficult for students to learn, as they may
need help understanding the language being taught or may not be able to transfer the skills,
they have learned in their L1 to their L2. Therefore, it is important for teachers to be aware of
these language differences and to consider them when teaching and learning.
Question 3
1. The Name Jar, by Yangsook Choi (2002)
5
The Name Jar is a children's book about a young Korean girl who moves to the United States
with her family. When she tries to introduce herself to her new classmates, she is too
embarrassed to tell them her real name, so she puts all the potential American characters in a
jar and asks them to pick one for her. The story follows her journey of finding her identity
and learning to accept her word. This book appropriately addresses diversity issues because it
shows how newcomers to a new culture can struggle to fit in and find their identity. The story
also helps normalize feelings of insecurity and isolation when adjusting to a new
environment. To engage students in a positive learning experience, teachers could use this
book as a starting point for a discussion on how to be welcoming to people who are new to
their community. The students could also brainstorm ideas on how to help someone
struggling to adjust to a new environment.
2. All Are Welcome, by Alexandra Penfold and Suzanne Kaufman (2018)
All Are Welcome is a children’s book about a diverse group of children who come together
in a classroom to learn and play. The story follows the children as they learn to accept and
celebrate each other’s differences. This book is an appropriate text to address diversity issues
because it marks the beauty of diversity and encourages acceptance and understanding of
people from different backgrounds. Teachers could use this book to engage students in a
positive learning experience to discuss the importance of being open and welcoming to
people from different cultures and backgrounds. The students could also brainstorm ways to
show respect and appreciation for the differences between people.
3. If the World Were a Village, by David J. Smith (2002)
If the World Were a Village is a children's book that uses the analogy of a village to explore
the diversity of the World. The story follows the lives of different people from different
countries and cultures around the World. This book is appropriate for addressing diversity
6
issues because it shows the similarities and differences between people of different cultures
and backgrounds (Caniglia& Leapard.,2010). To engage students in a positive learning
experience, teachers could use this book to start a discussion on how to appreciate and
celebrate diversity. The students could also brainstorm ideas on being open to different
cultures and backgrounds.
4. The Rainbow Fish, by Marcus Pfister (1992)
The Rainbow Fish is a children’s book about a fish discovering the importance of sharing and
friendship. The story follows the Rainbow Fish as he learns to share his beautiful scales with
his friends and help them to become beautiful too. This book appropriately addresses
diversity issues because it teaches the importance of generosity and understanding others.
Teachers could use this book to engage students in a positive learning experience to discuss
being kind and accepting of people from different backgrounds and cultures. The students
could also brainstorm ways to show respect and appreciation for diversity.
5. The Colors of Us, by Karen Katz (1999)
The Colors of Us is a children's book about a young girl who walks around her neighborhood
and discovers all the different skin color shades that make up her community. This book is an
appropriate text to address diversity issues because it celebrates the beauty of diversity and
encourages children to appreciate and accept the differences in people. Teachers could use
this book to engage students in a positive learning experience to discuss the importance of
respecting and understanding people from different cultures and backgrounds. The students
could also brainstorm ideas on how to show appreciation for the differences between people.
6. The Crayon Box That Talked, by Shane DeRolf (1998)
The Crayon Box That Talked is a children’s book about a box of crayons that comes to life
and teaches a group of children about the beauty of diversity and the importance of getting
7
along with one another (DeRolf,1997). This book is appropriate to address diversity issues
because it emphasizes the importance of understanding and accepting people from different
backgrounds. To engage students in a positive learning experience, teachers could use this
book to start a discussion on how to be kind and tolerant of people from different cultures and
backgrounds. The students could also brainstorm ways to show respect and appreciation for
the differences between people.
7. Nino Wrestles the World, by Yuyi Morales (2011)
Nino Wrestles the World is a children's book about a young Mexican boy who uses his
imagination to explore the World and learns the importance of being kind and accepting of
others. This book is an appropriate text to address diversity issues because it celebrates the
beauty of diversity and encourages children to be open and understand people from different
backgrounds (Johnson et al.,2018). To engage students in a positive learning experience,
teachers could use this book to discuss the importance of being respectful and understanding
people from different cultures and backgrounds. The students could also brainstorm ideas on
how to show appreciation for the differences between people.
8. It is OK to Be Different, by Todd Parr (2001)
It is OK to Be Different is a children's book that encourages children to embrace their
uniqueness and celebrate the differences between people. This book is an appropriate text to
address diversity issues because it celebrates the beauty of diversity and encourages children
to accept and respect the differences in people (Nijhout, 2008). To engage students in a
positive learning experience, teachers could use this book to discuss the importance of being
open and understanding people from different backgrounds. The students could also
brainstorm ways to show respect and appreciation for the differences between people.
9. The Colors of Us, by Kari-Anne Innes (2014)
8
The Colors of Us is a children’s book about a group of children who explore the World and
discover the beauty of diversity. The story follows the children as they learn to appreciate and
embrace the differences between people (Ash-Irisarri et al.,2017). This book is an appropriate
text to address diversity issues because it celebrates the beauty of diversity and encourages
children to accept and appreciate the differences in people. Teachers could use this book to
engage students in a positive learning experience to discuss the importance of being open and
understanding people from different cultures and backgrounds. The students could also
brainstorm ideas on how to show respect and appreciation for the differences between people.
10. We are Different, we are the Same, by Bobbi Kates (1992)
We are Different; We are the Same is a children's book that celebrates the differences
between people and encourages children to be open and understand one another. This book is
an appropriate text to address diversity issues because it emphasizes the importance of
accepting and celebrating the differences between people. To engage students in a positive
learning experience, teachers could use this book to start a discussion on how to respect and
understand different backgrounds and cultures. The students could also brainstorm ways to
show appreciation for the differences between people.
Question 4
At School:
1. Develop an understanding of the needs of all the students in our classroom by reflecting on
our teaching practices and making changes to ensure We are being equitable (Orton.,1983)
2. Create a classroom environment that celebrates diversity, recognizing the unique qualities
of each student.
9
3. Integrate culturally relevant materials and activities into the curriculum to ensure all
students feel represented and included.
4. Participate in professional development activities that focus on equity and inclusion.
5. Advocate for resources or programs that promote equity and address disparities within the
school.
6. Connect and collaborate with colleagues to discuss best practices for equitable teaching
(Taskin & Bernholt.,2014).
In the Community:
1. Research and stay up-to-date on current issues related to equity and inclusion in the
community.
2. Participate in community events that bring awareness to equity and inclusion.
3. Advocate for policies and programs that promote equity and address disparities.
4. Join or create a network of educators actively working towards creating a more equitable
community.
5. Work with local organizations to create strategies to address inequities.
6. Engage with families and community members to create meaningful and positive
relationships.
Continuous Learning:
1. Read books, articles, and research on equity and inclusion.
2. Attend conferences, workshops, and seminars related to equity and inclusion.
10
3. Take online courses or join professional development groups to learn about equity and
inclusion.
4. Participate in conversations and dialogues regarding equity and inclusion.
5. Reflect on successes and challenges related to equity and inclusion.
6. Utilize resources and networks dedicated to equity and inclusion.
Question 5
A few key elements must be addressed when creating a lesson plan to accommodate
their student’s needs. First, the lesson must be adapted to meet the language proficiency level
of the students. This can be done by introducing the material in a way that is understandable
to the students. Additionally, the lesson should be designed to include visual aids to help
students understand the material. Furthermore, the lesson should include activities that allow
students to practice their language skills.
One of the most important elements of a lesson plan for ELL students is creating a
safe environment for them to learn. The teacher should ensure that the students feel
comfortable speaking and participating in the lesson (Tavares.,2019). Additionally, the
teacher should be aware of the students' cultural backgrounds and ensure the material is
presented in a way that is respectful of the different cultures in the classroom.
The lesson plan that has been provided, Beginning-Middle-and-End Mix-Up, is a
great way to help students practice their language skills, but it needs to be modified to
accommodate the needs of ELL students. The teacher should provide visual aids explaining
the lesson’s concept. This could be done by using pictures and diagrams to illustrate the
concept. Additionally, the teacher should provide the students with a copy of the story they
will edit. This will help them understand the structure of the story better and will allow them
11
to practice their language skills more effectively. The teacher should also ensure that the
students understand the beginning, middle, and end concept before moving on to the lesson's
editing part. This could be done through a discussion or a visual representation of a story.
This will help the students understand the structure of a story and give them a better
understanding of how the sentences should be put together (Lumbrears& Rupley.,2019).
Once the students understand the concept, the teacher should provide them with
activities to practice their language skills. For example, the teacher can provide the students
with a worksheet that has them re-order the sentences to create a story. Additionally, the
teacher can provide the students with a game that has them match the beginning, middle, and
end of stories. This will help the students to apply their language skills in a fun and
interactive way. Finally, the teacher should provide the students with activities that allow
them to assess their understanding of the material. This could be done through a quiz or a
worksheet that tests their knowledge of the material. Additionally, the teacher should provide
the students with feedback on their work. This will help them to identify areas where they can
improve their language skills.
Overall, the lesson plan provided is a great way to help ELL students practice their
language skills. However, it does need to be modified to accommodate the needs of ELL
students. The teacher should provide visual aids that explain the concept of the lesson,
provide the students with activities that allow them to practice their language skills, and
provide them with activities that allow them to assess their understanding of the material. By
making these changes, the teacher can create a lesson plan that encourages ELL students to
practice and improve their language skills.
12
References
Ash-Irisarri, K., Atkin, T., Baden-Daintree, A., Bennett, A., Black, D., Dow, A., … & Walter,
K. (2017). III Middle English. The Year's Work in English Studies, 96(1), 198-284.
Caniglia, J., & Leapard, B. (2010). Analyzing the world population: using population
pyramids and if the World were a village. Teaching Statistics, 32(2), 41-44.
DeRolf, S., & illustrated by Michael Letzig. (1997). The crayon box that talked. New York,
NY: Random House.
Johnson, N. J., Koss, M. D., & Martinez, M. (2018). Through the sliding glass door:#
EmpowerTheReader. The Reading Teacher, 71(5), 569-577.
Lumbrears, R., & Rupley, W. H. (2019). Educational experiences of ELL educators:
Searching for instructional insights to promote ELL students’ learning. Educational
Research for Policy and Practice, 18(1), 17-38.
Nijhout, H. F. (2008). Size matters (but so does time), and it's OK to be
different. Developmental cell, 15(4), 491-492.
Orton, A. (1983). Students' understanding of integration. Educational studies in
mathematics, 14(1), 1-18.
Taskin, V., & Bernholt, S. (2014). Students Understanding of Chemical Formulae: A review
of empirical research. International Journal of Science Education, 36(1), 157-185.
13
Tavares, V. (2019). A review of peer interaction and second language learning for ELL
students in academic contexts. Canadian Journal for New Scholars in
Education/Revue canadienne des jeunes chercheures