1. Korean students
2. French students
3. Summary of cultural groups.pdf
4. #1 Bridging the cultural barriers
   1. Who?
      1. Teachers, students and parents can help bridge cultural barriers through learning about all the different cultures in the classroom.
   2. What?
      1. This step will give students a first-hand experience on different cultures. Through activities in class, they will get a chance to learn about the different cultures and embrace diversity in the classroom in order to bridge the native English speakers and the non-native speakers.
   3. When?
      1. The beginning of the school year. The students can learn through classroom activities about their classmates' cultures and then after 6 weeks, they can celebrate it with a Culture Day. This will give them time and opportunity to learn more and work towards an event.
   4. Where?
      1. In the classroom and a bigger event in the school gym or outside on school grounds if the weather allows it.
   5. Why?
      1. It gives the native non-native English speakers and the native English speakers a chance to learn about each other and get a better understanding and gain respect for each others differences.
   6. How?
      1. Activity 1: Group Art Project
         1. Color your country's flag and make a classroom display on the wall to keep all year round.
      2. Activity 2: School Culture Day
         1. The students can dress up according to their country and the parents can send a plate of traditional food from their country. The kids can have a cultural parade to see all the different cultures in the classes and then enjoy food from around the world!
5. #2 Small, flexible group instruction
   1. Who?
      1. The teacher will organize the different groups and the students will help each other.
   2. What?
      1. They will work together in groups and engage in student-centered activities. Small group instruction is a very effective way of making sure that all students can access important content, and keeping groups flexible allows teachers to match students with different peers for different types of activities.
   3. When?
      1. Daily during activities like writing, reading or subjects where extended learning is required.
   4. Where?
      1. Inside and outside school.
   5. Why?
      1. This will encourage respect for your peers and their personalities and because the native English speaker will already have a grasp on the instructions and necessary vocabulary, the non-native speaker can learn from them as well. Students tend to learn best by doing and when they learn from each other, they can usually retain information better due to a comfortable environment. Small group instruction is a very effective way of making sure that all students can access important content, and keeping groups flexible allows teachers to match students with different peers for different types of activities.
   6. How?
      1. Grouping according to level
         1. Example: put students together according to their level of math. They need to finish an activity together by helping each other solve the problem.
      2. Working on a project
         1. Example: building something together with blocks or other materials. Also give various ways for task completion.
      3. Pairing non-native and native
         1. Example: The think/pair/share strategy gives all students the opportunity to practice English by explaining concepts. Provide students with time to form a response to a thought provoking question, then additional time to discuss it with their neighbor before sharing their conclusion with the class. The think/pair/share technique increases student participation and involvement, and is a particularly effective way of encouraging English language learners to express concepts in English.
      4. Opportunities to encourage students to talk as much as possible.
         1. - cooking (to follow instructions) - music (familiar songs might encourage them to speak more often) -role-play (to encourage vocabulary extension) - learning centers (gives students a choice of activity they feel comfortable in) - cooperative learning
6. #3 A supportive and inclusive classroom environment
   1. Who?
      1. The teacher will encourage this and native English speakers in the classroom.
   2. What?
   3. When?
      1. Especially the beginning of the year, but continue throughout the year.
   4. Where?
      1. In the classroom, especially during learning center time and when individual attention can be given.
   5. Why?
      1. This will help the non-native speakers feel more accustomed to the routines and necessary language needed in different situations.
   6. How?
      1. Classroom spatial arrangment
         1. It is important to create a positive environment with a logical flow and not to change or move the environment often. This will give the students time to adjust to the setting and gain the necessary language skills in using the different spaces in the classroom.
      2. Plan and start slowly
         1. Allow yourself and your students time to practice and manage these new routines. Start slowly by focusing on the elements of differentiated instruction that are already in place. For most preschool teachers, this includes learning centers where you can set the stage for independent exploration and practice. At the centers you will also be able to monitor children’s learning and make necessary adjustments that will promote increased levels of success and/or interest.
      3. Learning centers
         1. If you see a student is standing close to a learning center, invite them to participate in that activity and use the necessary language in explaining or just talking about the activity. Ask questions and encourage speaking through play.
7. #4 Positive language expansion and learning
   1. Who?
      1. Teachers, students and parents
   2. What?
      1. Kindergarten-aged ELLs use the following strategies as they learn English: -using their first language; -not speaking (silent period); -using headlines and learned phrases; -producing more complex structures and vocabulary.
         1. Language expansion: retelling stories, sharing personal stories, having students narrate what they’re doing during an activity and finally by writing. For example, when a student says something incorrectly the teacher can comment by repeating what the student said correctly. The teacher should never stop the student and point out the error but instead he or she can model it and then ask the student to try saying it the same way.
   3. When?
      1. Continually
   4. Where?
      1. Inside and outside the classroom
   5. Why?
   6. How?
      1. Encourage parental involvement
      2. Literacy skills
         1. -interactive storybook reading -"pretend" reading and writing -games and other activities to help children identify the letters of the alphabet -interactive experiences with language and print through poems, nursery rhymes and songs
      3. Encourage communication in English as well as their own language
         1. Sometimes ell students' confidence is given a boost when teachers show interest in their native language as well (even if the teacher cannot speak that language). For example, if the student shows you a picture they colored, the teacher can ask what it is. The student can then say the word in their own language and the teacher can repeat and say it in English. This creates a positive and comfortable environment for English learning.
      4. Plan for Transitions
         1. Planned transition activities will help reduce the feeling of chaos in the classroom. Clearly present expectations to children and provide them with ample practice in moving from one station to another. For instance, children need clear directions for how to clean up their center areas, how to transition to a new learning center, and how to respond to classroom signals from the teacher
8. #5 Modified curriculum and assessment
   1. Who?
      1. Teachers (students affect it as well)
   2. What?
      1. Lessons are engaging and relevant, encourage higher-level, critical-thinking skills and focus on essential elements of core curriculum. Provide multiple types of assessment — matching assessment to students' learning profiles and language proficiency ensures that every student has an opportunity to demonstrate what he/she knows.
   3. When?
      1. Continually
   4. Where?
      1. In the classroom
   5. Why?
      1. Ongoing, informal assessment is vitally important to matching instruction to students' changing needs. Content should not be "watered down" for students who are still developing English language skills. Creative teachers think of ways to help students understand key material and "show what they know" in ways that match their language proficiency levels.
   6. How?
      1. Continually Monitor Progress and Regroup Children
         1. Assess students often and organize the assessment data that are collected on each student. Create a separate assessment folder for each child or a class notebook with a tab for each child. Within each folder or tabbed section, store assessment information that helps paint a picture of that child’s development, including benchmarks. Refer to this information to ensure that you are designing instruction that targets each child’s needs.
      2. Modified curriculum & assessment
         1. • Allow students to demonstrate understanding in ways other than writing (for example: graphic organizers, art, performance, demonstrations, models, posters, etc). • Allow students to take tests orally. • Allow beginning ESL students to use texts, notes, dictionaries and other aids during tests so that the tests become learning opportunities. • Allow extra time. • Provide students with readers or scribes. • Modify test questions by simplifying language. • Use a wide range of assessment options.
9. Through these steps children will learn about social inclusion, understanding, and mutual respect towards different cultural backgrounds.