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Essay / Research Paper Abstract
A 5 page research paper that discusses the topic of literacy instruction designed to meet the needs of culturally and linguistically diverse classrooms. The writer summarizes research, offers specific strategies and also an applicable theoretical framework for professional development. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khlitdiv.rtf
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Unformatted sample text from the term paper:
culture is a trend that is likely to define the foreseeable future (Willis). In order to cultivate needed literacy skills in these students requires that teachers should be knowledgeable and
responsive to the needs of students in these culturally and linguistically diverse classrooms (Willis). Helping students to achieve literacy competence requires that teachers build upon each individual students cultural and
linguistic foundation. The following discussion address this topic by examining the strategies provided by educational literature in regards to building effect literacy instruction based on diverse cultural and linguistic
student backgrounds and how knowledge and respect for diversity promotes student achievement. It has become commonplace to refer to students who fail to achieve academically at their grade level in
stereotypical terms, such as "at-risk" or "hard-to-reach" (White-Clark 23). Far too often, these terms are used to describe culturally diverse students It has become commonplace to refer to students who
fail to achieve academically at their grade level in stereotypical terms, such as "at-risk" or "hard-to-reach" (White-Clark 23). Research shows that how educators interact with culturally or linguistically diverse children
can create self-fulfilling prophecies. For example, Derman-Sparks points out that when a teacher demonstrates racist or sexist attitudes, children can become angry and " the energy that they can use
for learning gets drained off so they can defend themselves" (Willis). Trouble generally ensures in some form and the teachers expectation that this student "cannot" learn is fulfilled. However, when
teachers treat all students as competent and capable of learning, this too can be a self fulfilling prophecy as student live up or down to the teachers expectations (Willis).
Teachers facilitate student achievement when they "scaffold," that is, when they build upon the students prior knowledge and life experiences (Willis). Recently, an increasing number of research studies have
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