Part of an asset-based approach to working with ELLs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed second language learners. Schools and educators can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Imagine you have been asked to plan a schoolwide event leveraging home and school connections for ELL families.Create a proposal of the event to submit to your school principal that addresses the following:
Part 1: Schoolwide Event Proposal
Title, description, and rationale of the event
Agenda, including time frames and activities
Equipment and supplies
Part 2: Cultural Connections
In addition to the proposal, write 500-750 words justifying how the event supports each of the following:
Cultural influences, cultural competence, and social-emotional needs of ELLs in teaching and learning
Intentional strategies for family and community engagement that support and highlight the assets of home language, communication, family involvement, and culture to build family, community, and school partnerships
Inclusive school and classroom environment taking into consideration language acquisition and key environmental factors such as family, community practices, and the role of culture in student learning
The role that family and community practices have in influencing language learning
Alignment to asset-based behaviors and expectations
