EDSL3326. W5: CRT & Background Knowledge

What is the definition of multilingual learners (MLs) as per the text?

• Students who are eligible for language support services regardless of their language proficiency

• Students whose parent or guardian reports speaking one or more languages other than English at home

• Students who are proficient in multiple languages but do not qualify for language support services

• Students who speak only English at home

What is the importance of educators understanding the concepts of race and ethnicity as mentioned in the text?

• To promote segregation based on racial and ethnic identities

• To increase equity for students and reflect on their own biases and privileges

• To enforce racial biases in the classroom

• To ignore the cultural backgrounds of multilingual learners

According to Gloria Ladson-Billings, what are the central tenets of culturally responsive teaching?

• A. High expectations, cultural competence, and critical consciousness

• D. Critical consciousness, social justice, and cultural diversity

• C. High expectations, social justice, and cultural diversity

• B. Cultural competence, critical consciousness, and social justice

What practical actions should culturally responsive teachers focus on, according to Geneva Gay?

• C. Restructuring attitudes and beliefs, centering culture and difference, and establishing pedagogical connections

• A. Restructuring attitudes and beliefs, resisting resistance, and centering culture and difference

• B. Resisting resistance, centering culture and difference, and establishing pedagogical connections

• D. Restructuring attitudes and beliefs, resisting resistance, and establishing pedagogical connections

What is the role of culturally responsive teaching in promoting equity in education, as per the text?

• A. To enforce racial biases in the classroom

• B. To ignore the cultural backgrounds of multilingual learners

• C. To promote understanding and respect for all cultures and backgrounds

• D. To promote segregation based on racial and ethnic identities

According to the text, what is the significance of understanding the cultural backgrounds of multilingual learners (MLs)?

• A. To enforce racial biases in the classroom

• B. To enhance the learning experience and academic success of MLs

• C. To promote segregation based on racial and ethnic identities

• D. To ignore the cultural backgrounds of multilingual learners

1. I want to teach a lesson on the 4 seasons to a kindergarten class I am teaching in The Valley.  What background knowledge may they be missing?  (Select all correct answers)

• Students may not have background knowledge on leaves changing colors and falling from the trees.

• Students may not have background knowledge on snow and ice during winter, including appropriate outdoor winter clothing.

• Students may not have background knowledge on how flowers grow

• Students may not have background knowledge on oceans and swimming.

1. I am teaching a 4^th grade class math with area and perimeter.  The story problem asks students what length of wood is needed for a banister to a porch.  What background knowledge does the student need to be able to answer this math problem? 

• The student needs to know the meaning of banister and porch as well as how to apply the formulas for area and perimeter.

• The student needs to know where a porch is located and what it is used for.

• The student needs to understand that a porch is made of wood

• The student needs to understand how to apply the formulas for area and perimeter

1. I am teaching a 2nd grade class about character development in a fictional story.  I have students from The Valley, Boston, Alaska, and Mexico in my classroom.  How can I use the cultures of my students to achieve my goal? (Select all correct answers)

• I can ask parents to come in (or record a video) of their journey.

• I can take virtual field trips to various countries to understand the geography

• I can ask my students to tell about themselves and their families.

• I can read stories about people from the countries my students are from.

Which of the following activities does NOT build background knowledge for our language learning students, according the Echevarria et al (2017)?

• A read aloud

• 4 corner vocabulary chart

• Vocabulary Self-Collection Strategy

• summative assessment