LINGUISTIC DIVERSITY IN THE CLASSROOM 1

Linguistic Diversity in the Classroom by Drawing On

Abstract
Linguistically diverse students need academic instruction that caters to their needs. Often times,

students may wrongly encounter deficit perspectives/practices exercised by teachers. This paper

examines this close minded approach as experienced by African American students and English

Learners. More than just noting these practices, however, this paper also examines practices

teachers may practice in their classroom in valuing students’ cultural identities and linguistic

abilities. It’s crucial for teachers to allow linguistically diverse students to write and think in their

natural dialects, enabling teachers to draw on and expand students’ funds of knowledge and

therefore foster academic achievement.

To put it simply, the ‘Leave it to Beaver’ concept of assimilation is a thing of the past.

During the 1800’s one of the main purposes of American schools was to assimilate Native

American, immigrant, and African American students to adopt values and norms associated to

white American mainstream society. Students were expected to only speak English, eat

American food, and adopt American traditions while leaving their home culture behind. Teachers

often wrongly believed that students who adopted American values would ensure a bright future

for America. This proved to be extremely hindering, however as diverse students felt a

disconnection between schools, a system that was forcing them to abandon their cultures, and

their identities. Nevertheless, as times have changed, American education has changed along

with it. By and large, teachers and students now value diversity in classrooms. Currently, as

diversity in the classroom grows, due to the increasing number of immigrants and growing

number ethnically diverse students, it’s important for teachers to learn how to cater to diverse

students in order to make their education experience more successful and meaningful. More

specifically, this can be done through language. Language Arts teachers can appropriately

provide instruction in a manner that values students linguistic diversity and through dual

language/immersion programs. This approach fosters academic success by drawing on and

expanding students’ funds of knowledge.

Funds of knowledge

As student diversity in the classroom grows, it’s crucial for teachers to cater to diverse

students’ needs by providing instruction in such a manner that fosters students’ engagement and

academic success. This can be achieved through relating academic curriculum to students’ funds

of knowledge. This theory is defined as, “…the historically accumulated and culturally

developed bodies of knowledge and skills essential for household or individual functioning and
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well-being,” (Lopez, n.d. p.3). In essence, a students’ funds of knowledge examines a student’s

manner of existing stemming from their household influence. In order for a teacher to tap into

their students’ funds of knowledge, their background must be understood. As an educator,

“[teachers] have to understand something about everyone in [their classroom]” (Lopez, n.d., p.3).

In doing this, teachers are able to connect to students as they are able to build meaningful

relationships. Teachers may learn information about the student in regards to their family,

communities, culture, experiences, and language. By showing a willingness to learn about their

funds of knowledge, students not only feel valued, but teachers can take this information to

provide, “culturally responsive and meaningful lessons that tap students’ prior knowledge,”

(Lopez, n.d., p.1). Ultimately, it is this understanding and consideration of students’ cultural and

linguistic background that enables students to succeed.

Ebonics

Part of valuing students’ linguistic diversity means recognizing students’ home language.

It’s crucial for teachers to be aware about different forms of English dialects their students may

use to communicate. Being aware, enables teachers to utilize their language diversity as a

powerful tool to expand their knowledge base. For example, African American students often

speak and write in ebonics. This form of English is described as, “a new way of talkin bout the

language of ‘African slave descendants” (Smitherman, 1997, p.159). Ebonics has its own

patterns of speech and linguistic-cultural traditions regarding signifiers and expressions. It’s

important to understand the representation of ebonics to African Americans. Smitherman (1997)

in his article, “Black English/Ebonics,” states that, “Ebonics [represents] an avenue for

decolonization of the African American mind, a way to begin repairing the psycholinguistically

maimed psyche of blacks in America” (p.160). Ebonics helps define African American identities
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in America and serves as an avenue for linguistic liberation. Many teachers, however, may

wrongly consider ebonics, “broken English…sloppy speech...spoken only by baggy pants-

wearing black kids,” (Smitherman, 1997, 60). Teachers with this deficit perspective may

dangerously oppress students’ diverse manner of communicating. This creates barriers in the

classroom as a teacher fails to consider the students home culture and therefore ignoring

students’ funds of knowledge, which will deteriorate their ability of bringing students’ prior

knowledge into the classroom.

To avoid this from happening, it’s crucial for teachers to accept different English dialects

besides what they may consider Standard English. Doing this helps teachers value a students’

linguistic abilities and draw upon their funds of knowledge. For example, teachers need to

appropriately change grading policies so that their linguistically diverse students are free to write

and think in their natural dialects. In her article, “But that’s just good teaching! The case for

culturally relevant pedagogy,” Ladson- Billings (1995) describes the practice of teacher Ann

Lewis, who she describes as “culturally black”, encouraging her students to write and express

themselves in their home language and later translate it to the “standard” form of English

(p.161). Such practice, draws on and celebrates a students’ language diversity. This helps the

academic experiences of diverse students as their different forms of communication are taken

into consideration and seen as an asset in the classroom. More importantly, such culturally

relevant strategies expands students’ funds of knowledge since they become aware between

academic writing and language and their natural speech and when it’s appropriate to use.

English Learners

When teachers value students’ home language, a teacher can facilitate the process for

English learners in acquiring a second language. Often times, many English Learners experience
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a lack of academic success because of the language difference. Instruction is solely given in

English because critics of bilingual programs argue that, “English language learners should focus

solely on learning English, leaving their home language behind,” (Sanchez-Violand, 2006, p.

38). This close minded approach wrongly oppresses students’ home language and the only way

they know how to communicate. This not only causes a barrier between students and teachers,

since the teacher fails to draw on English Learners identities and diverse linguistic abilities, but

also promotes a lack of academic achievement.

In order to deviate from this deficit practice, teachers need to tap into students’ funds of

knowledge regarding their home language to cater to their needs. By teachers supporting

students’ use of their home language in the classroom, not only do students feel welcomed as

their home language is valued, but it also promotes academic success. For instance, teachers can

encourage English Learners to, “express their knowledge or their thoughts in their native

language, either in a small group setting or through free writing.” (Sanchez-Violand, 2006, p.38).

By doing this, teachers demonstrate value in students’ linguistic abilities and it allows students to

build upon their native language as they become bilingual. Furthermore, a teacher allows English

Learners to have a voice in the classroom, just like their native English speaking peers, by

encouraging them to speak in their home language which creates a positive community of

learners. Forcing a student to wrongly adopt English Only Laws proves devastating as, “…Using

their native language while they learn English facilitates English acquisition and can reduce

students’ anxiety about learning,” (Sanchez-Violand, 2006, 38). Under this culturally relevant

approach, a teacher appropriately draws on students funds of knowledge by encouraging the use

of their home language. By allowing the use of their native language, students’ are able to have a

sense of belonging and will be more likely to experience academic success. Teachers will also
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more appropriately make lessons relatable to students, which promote student engagement.

Allowing English Language learners to utilize their home language in the classroom proves to be

beneficial as students’ language diversity is valued and respected, but also helps expand their

funds of knowledge in acquiring a second language.

Dual Language Programs

In valuing students’ identities as bilinguals and linguistic diversity, teachers can change

the way they teach through dual language/ immersion programs. When students feel better about

their skills and identities in the classroom, they are more likely to experience academic success.

For example, Lopez (n.d.), during her doctorate research noted that, “…students who are

enrolled in bilingual programs outperform the students who are enrolled in mainstream classes”

(p.29). Through teachers helping students develop literacy in two or more languages, they

promote growth in their linguistic and cognitive development. Furthermore, this helps students to

develop respect and appreciation for different languages and cultures. Such programs can also

prove to be beneficial for older students. For instance, “In high school, advanced placement

classes in Spanish offer students the opportunity to continue developing their language skills and

cultural knowledge…” (Sanchez-Violand, 2006, p.38). Dual language programs raise awareness

amongst students regarding different languages. They also provide students an opportunity to

develop more appreciation for their cultural backgrounds and school becomes a more meaningful

experience. In valuing linguistic diversity and students’ home culture, dual language programs

expand students’ funds of knowledge as their bilingual identity is viewed as an asset whose skills

are built on and their academic achievement becomes greater.

Conclusion
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Overall, drawing upon students’ funds of knowledge increases the possibility of diverse

students to experience academic success. This can be seen through teachers drawing on and

expanding on students’ linguistic abilities. Through this manner, teachers can more appropriately

cater to their linguistic needs and value students’ diverse cultures and identities. The purpose of

this paper is to shed light on the importance of teachers in acknowledging students’ funds of

knowledge to foster academic success amongst diverse students. Rather than engage in

oppressive practices teachers may more appropriately encourage diverse learners to express

themselves in a manner that is comfortable to them.

References
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant

pedagogy. Theory Into Practice, 34 (3), 159-164.

Lopez, J. K. (n.d.). Funds of knowledge - Connecting with Latino students - Bridging Spanish

language barriers. Retrieved from

http://www.learnnc.org/lp/editions/brdglangbarriers/939

Smith, J., Miro, R., Fore, J., & Piferi, R. (2016). The role of dual language programs in the

development of ethnic identity of bilingual students- A quantitative study. Proquest

Dissertions and Theses.

Smitherman, G. (1997). BLACK ENGLISH/Ebonics. Rethinking Schools, 12(1), 160-165.

Violand- Sanchez, E., & Hainer – Violand, J. (2006). The power of positive identity.

Educational Leadership, 64 (1), 36-40.